Perspective Chapter: Listening, Learning and Community-building – A Faculty Peer Mentor Program Comes of Age

Abstract

Social work faculty roles are complex and multi-faceted, characterized by both satisfaction and challenge. In the post-COVID landscape, new faculty members in particular experience physical and existential isolation and uncertainty; realities that impact their experiences as members of their academic communities. This chapter discusses the practice and research implications of a learner-centered peer mentor program—now in its third year--in which new faculty are paired with more experienced faculty volunteers (from various disciplines). The Peer Mentor Program is an integral part of new faculty orientation, a year-long effort. Mentorship “pairs” have flexibility to create relationships that meet their specific interests and needs. Moreover, the value of reciprocity and mutual aid is built into the program: peer mentors learn from new faculty and new faculty learn from peer mentors. An additional core element of the program is the virtual group check-ins with peer mentor volunteers. The groups are rooted in mutual aid, confidentiality, trust and learning together. (New faculty have their own monthly mutual aid groups.) The chapter will conclude with qualitative data from participants in the program, as well as recommendations for ongoing research to improve and even replicate the program beyond one academic institution.