Evaluating a New Faculty Mentoring Program: An Application of the Context-Input-Process-Product Model

• In Event: 42.084 - Poster Session 8
  In Poster Session: 42.084-4 - Mentoring Faculty in Academia

Abstract

Given increasing expectations for scholarly productivity and teaching effectiveness, universities are more readily recognizing the importance of high-quality mentoring for early career faculty. In this study, researchers applied the Context-Input-Process-Product (CIPP) model to evaluate and inform efforts to improve the faculty mentoring program at a research-intensive university. Using an explorative approach, researchers administered an online survey to mentees and mentors to better understand their experiences in the program. Results warranted three major themes including the: (a) importance of building mutual relationships; (b) personal and professional benefits of mentoring; and (c) value of networking and collaboration. This exploratory study will contribute to the literature as an application of the CIPP framework and a prospective model for mentoring program evaluation.

Authors

• Noelle Angeline Paufler, University of North Texas

• Soo Jeong Kim, University of North Texas

• David A Brackett, University of North Texas