Abstract
This mixed methods case study examines the experiences of mentors and mentees in a personalized mentorship support program (PMSP) at a midwestern public higher education (MPHE) institution as the program transitioned from a pilot phase dedicated to historically underrepresented educators (HUE) into year two, which sought to position the program as a viable system of institution-wide faculty support and retention. Results from year 1 and 2 of the program indicate a closing gap between faculty mentors and mentees for the outcomes of career success, intention to stay, and job satisfaction. This study provides recommendations for program strategy at varying higher education institutions to better promote program innovation and future research.
Published Version
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