Mid‐career faculty peer mentoring: Rationale and program design.

MENTORING in education; TEACHING models; CAREER development; FEMINISM; TEACHER training

While formal early career mentoring is considered significant for faculty success, few universities have instituted programmatic mid‐career mentoring. We review the reasons mid‐career mentoring is important especially for under‐represented (URM) faculty and consider the ways the entrenched model of one‐on‐one mentoring can fail URM faculty. We advocate for a feminist‐inspired peer mentoring approach using a Community of Practice model that supports mentoring as advocacy. We then describe how our own mid‐career mentoring program enacts this approach and offer lessons learned that include the need to make a cost‐analysis case. [ABSTRACT FROM AUTHOR]

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