Storying our academic career transitions within a peer-mentoring community

Anne E. Adams; Jerine M. Pegg; Sue Ann I. Bottoms; H. Smith Risser; Ke Wu; Anne L. Kern

doi:10.1007/978-3-319-27508-6_5

Storying our academic career transitions within a peer-mentoring community

Anne E. Adams, Jerine M. Pegg, Sue Ann I. Bottoms, H. Smith Risser, Ke Wu, Anne L. Kern

Mathematics

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

1 Scopus citations

Abstract

Careers in academia entail multiple transitions, which may also involve new places, new roles, new colleagues, new opportunities, and new challenges. In this chapter, we describe how our engagement in an informal peer mentoring group consisting of faculty members in science and mathematics education supported our various academic transitions during the early years of our careers. Through the construction and reconstruction of our personal narratives we identify, analyze, and abstract themes related to our transitions. Three themes emerged from the analysis of our narratives: support in navigating uncertainty and complexity, providing a venue for collegiality and collaboration, and supporting our professional identity development. These findings highlight the importance of alternative spaces for faculty to access mentoring and support as they navigate these academic transitions.

Original language	English
Title of host publication	Global Co-Mentoring Networks in Higher Education
Subtitle of host publication	Politics, Policies, and Practices
Publisher	Springer International Publishing
Pages	73-94
Number of pages	22
ISBN (Electronic)	9783319275086
ISBN (Print)	9783319275062
DOIs	https://doi.org/10.1007/978-3-319-27508-6_5
State	Published - Jan 1 2016

Keywords

Academic career transition
Faculty
Peer mentoring

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10.1007/978-3-319-27508-6_5

Cite this

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Storying our academic career transitions within a peer-mentoring community

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Keywords

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