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Mentorship is widely recognized as a strategy that socializes faculty into their roles, clarifies organizational expectations, and supports skill development for long-term academic success. The article reports implementation and evaluation of a faculty-based mentorship circle designed to support new faculty during the first two years. 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Schwind, and Jennifer L. Lapum Ryerson University  \nAbstract  \nMultiple and competing priorities within a dynamic and changing academic environment can pose significant challenges for new faculty. Mentorship has been identified as an important strategy to help socialize new faculty to their roles and the expectations of the academic environment. It also helps them learn new skills that will position them to be successful in their academic career. In this article, the authors report on the implementation and evaluation of a mentorship circle initiative aimed at supporting new faculty in the first two years of their academic appointment. Participants reported that the mentorship circle provided them with a culture of support, a sense of belonging, and a safe space to discuss concerns and learn strategies from both mentorsand fellow mentees as they adjusted to their new position. The interdisciplinary nature of the mentorship circle further facilitated faculty members’capacity to navigate their role as new faculty and foster colleagueship.  \nRésumé  \nDans un milieu universitaire dynamique et évolutif, des priorités diverses et contradictoires peuvent représenter des défis importants pour les nouveaux membres du corps professoral. Le mentorat a été identifié comme une stratégie importante qui aide les nouveaux membres du corps professoral à socialiser dans le cadre deleursfonctions et à répondre aux attentes du milieu universitaire. Le mentorat les aide aussi à acquérir de nouvelles compétences qui les prépareront à réussir leur carrière universitaire. Dans cet article, les auteurs font état delamise en œuvre et del’évaluation d’un cercle dementorat visant à soutenir les nouveaux membres du corps professoral au cours deleurs deux premières années en fonction. Les participants ont signalé que le cercle de mentorat leur avait offert une culture de soutien, un sentiment d’appartenance et un espace sûr pour discuter de leurs préoccupations et acquérir, grâce au contact des mentors et d’autres collègues du cercle, des  \nCJHE / RCES Volume 46, No. 4, 2016  \nA Faculty-Based Mentorship Circle / J. Waddell, J. Martin, J. K. Schwind, & J. L. Lapum 61  \nstratégies pour s’adapter à leur nouveau rôle. La nature interdisciplinairedu cercle de mentorat a facilité davantage la capacité des membres du corpsenseignant à mener leur rôle et à cultiver des relations collégiales.  \nMentorship is most often described as a guiding relationship (Zeind et al., 2005) in which a more experienced person, the mentor, assumes a supportive role by overseeing and encouraging reflection and learning with a less-experienced person, the mentee (Gazza & Shellenberger, 2005). The goal ofa mentorship relationship is to provide an environment of support and to advise and coach an individual within the context of the culture and expectations of the organization (Angelique, Kyle, & Taylor, 2002) . In this article, we discuss the implementation and the evaluation of a mentorship circle for university faculty new to the institution. We first provide an overview of the importance and types of mentorship. Next, we review background to the structure and process of our mentorship initiative. Last, we share the evaluative feedback and lessons learned.  \nImportance of Mentorship for New Faculty  \nThe academic landscape is far different today than it was a few decades ago when formal mentoring programs were introduced to higher education (Altbach, 2000; Belar, 1998). There has been a rise in part-time and nontenure-track faculty positions, resulting in altered systems of tenure and promotion. Moreover, faculty members across the career continuum are under increased pressure to develop a strong research program, to publish, and to teach m","cbCaisovpUe4iAJ0","https://ap.wps.com/l/cbCaisovpUe4iAJ0","pdf",197237,16,"English","# Abstract\n# Importance of Mentorship for New Faculty\n## Challenges in the Academic Environment\n## New Faculty Needs and Skill Development\n## Implicit Rules and Time Management\n## Psychosocial Support through Mentorship","[{\"question\":\"What challenges do new faculty face that motivate the mentorship circle approach?\",\"answer\":\"New faculty encounter multiple competing priorities in a dynamic academic environment, often with limited guidance for navigating expectations, time management pressures, and the need to build effective academic and collegial networks.\"},{\"question\":\"How does the mentorship circle support new faculty during the first two years?\",\"answer\":\"The initiative provides a supported culture, a sense of belonging, and a safe space to discuss concerns. It also enables learning strategies through interaction with mentors and fellow mentees while adapting to new roles.\"},{\"question\":\"Why is mentorship considered important in the organizational and learning context of universities?\",\"answer\":\"Mentorship is described as a guiding relationship that supports reflection and learning, advises and coaches individuals within organizational culture and expectations, and helps new faculty acquire skills for successful academic careers.\"}]","A Faculty-Based Mentorship Circle - Positioning New Faculty for Success | PDF",1792083550]