Mentoring: Perceptions of Three Junior Faculty

Mentoring is recognized as an effective way to support the development of junior faculty in higher education. Engagement in an informal or formal mentoring program will support the development of junior faculty on the path to tenure. Because the needs of individual faculty vary, many institutions of higher education have implemented formal mentoring programs. This study explored the perceptions of three junior faculty participating in university-based mentoring programs using a moderate approach to autoethnography. Results of a qualitative analysis of personal narratives indicates that the participants were engaged in formal and informal mentoring programs. This article describes the specific mentoring experiences of three junior faculty which support the need for mentoring programs and provides suggestions for junior faculty seeking mentorship.