Supporting and Mentoring New Social Work Instructors: A Formative Evaluation of the TEAM Program

Abstract

Abstract
 This study provides qualitative results from a unique mentorship and teaching support program designed, implemented, and evaluated in a school of social work at a major Midwestern research I university over a three year span. Primary qualitative data was collected through regular check-in meetings and end of the semester focus groups. Additional data was collected through orientation notes and detailed process notes from individual communications and consults with new instructors. Lessons learned point to both the importance of providing support and mentorship to new instructors as well as challenges in building and sustaining a positive culture for teaching and mentorship at a research I institution.

Leveling the Playing Field

“…The benefits of formal mentoring have been extensively studied. For example, Brady and Spencer (2018) indicate mentorship helps to orient and include new faculty members. Faculty members who participate in formal mentoring report higher levels of collegiality and commitment to departmental and institutional relationships and experience more satisfaction with the promotion and tenure process (Jackson et al, 2017;Schmidt & Faber, 2016).…”

“…The benefits of formal mentorship are widely accepted within the context of higher education as an integral part of supporting faculty professionally and personally Brady & Spencer, 2018;Holosko et al, 2016;Jackson et al, 2017;Schmidt & Faber, 2016;Sheridan et al, 2015;Smith et al, 2016). Formal mentorship assists in offsetting challenges faculty face when navigating a career within the complex structure of the academy (Holosko et al, 2016;Wilson et al, 2002).…”

“…Formal mentorship assists in offsetting challenges faculty face when navigating a career within the complex structure of the academy (Holosko et al, 2016;Wilson et al, 2002). Additionally, formal mentorship is considered particularly critical for women, underrepresented minorities, and those in non-tenure track, part-time, adjunct, or intermittent faculty positions as it serves to counteract the uneven political and power differentials, implicit racial bias, gender discrimination, and rank/status disparities existing within higher education (Brady & Spencer, 2018;Denson et al, 2018;Espino & Zambrana, 2019).…”

“…Holosko et al (2018) indicates that formal mentoring programs are absent in many schools of social work. Further, few institutions are noted to provide formal mentorship supports to new instructors (Brady & Spencer, 2018).…”

“…The rates of formal mentorship are even lower for women, underrepresented minorities, and non-tenure track, part-time, adjunct, and intermittent faculty members despite the benefits being significantly greater (Allen et al, 2018;Brady & Spencer, 2018;Clark et al, 2011;Denson et al, 2018;Espino & Zambrana, 2019;Holosko et al, 2016;Hoyt et al, 2008;Simon et al, 2004;Sorkness et al, 2017;Tower et al, 2015;Webber, 2018;Webber & Rogers, 2018;Zambrana et al, 2015). Without formal mentorship supports, these faculty groups often experience significant barriers when transitioning to the academy and may experience further marginalization (Pifer et al, 2019;Ronfeldt & McQueen, 2017;Sanders, 2011;Staniforth & Harland, 2006).…”