“…As such, we recognize the power of networks of mentors and advocates for crafting meaningful, satisfying, and productive careers for mid‐career faculty. The higher education literature, as well as practices on campuses, have extensively addressed the mentoring needs of early career faculty (see Baker & Terosky, 2017; Baker et al., 2020; Gonzales & Terosky, 2016). The same cannot be said for mid‐career faculty, as those achieving tenure are often left without formal or informal mentoring or professional development opportunities, which is particularly troubling as the professional landscape shifts at mid‐career due to sharp increases in service, administration, and leadership (Neumann & Terosky, 2007).…”