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Through peer connections across universities, the authors developed an informal peer mentoring community that sustained them in the early stages of academic careers. The paper recounts challenges faced by early career academics, explains how the peer network offered meaningful support, and provides guidance for others seeking non-traditional mentoring along the academic career path.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/finding-friends-creating-a-community-of-support-for-early-career-academics/594599/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/finding-friends-creating-a-community-of-support-for-early-career-academics/594599.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"When did the FRiENDs community originate?","Question",{"text":112,"@type":113},"The FRiENDs group was born in 2008, when three current members met for a three-day writing retreat.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},594599,1792166411,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":135,"read_time":46},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Finding FRiENDs: Creating a Community of Support for Early Career Academics  \nJerine M. Pegg  \nUniversity of Alberta  \nHilary Smith Risser  \nMontana Tech of the University of Montana  \nAnne L. Kern  \nUniversity of Idaho, Coeur d’Alene Campus  \nAnne E. Adams  \nUniversity of Idaho  \nSueAnn I. Bottoms  \nOregon State University  \nKe Wu  \nUniversity of Montana  \nAbstract  \nStarting on an academic journey can be a stressful and isolating experience. Although some universities have formal mentoring structures to facilitate this transition for new faculty, these structures do not always provide the variety of supports that may be needed to navigate the complexities of transitioning to the world of academia. As we (the authors of this paper) began our academic journeys, we found ourselves searching for support that was not available within our institutions. By drawing on previous connections and building new connections to peers at other universities, we created an informal peer mentoring structure that has continued to support us through the early years of our careers in academia. In this paper we share our stories of the challenges we faced as early career academics, discuss the ways this informal peer mentoring community provided support for us at the beginnings of our academic journeys, and offer advice for other early career academics seeking non-traditional forms of support along the academic career path.  \nKeywords: Higher Education, Faculty Mentoring, Peer Mentoring  \nJerine M. Pegg (Ph.D.) is an associate professor in the department of elementary education at the University of Alberta. Her research examines ways of supporting teachers to incorporate aspects of authentic science into science instruction, including investigations of scientist-teacher partnerships, inquiry-based teaching, and curricular integration of science and literacy. [Email: jerine.pegg@ualberta.ca](Email: jerine.pegg@ualberta.ca)  \nAnne E. Adams (Ph.D.) is an associate professor in Curriculum and Instruction at the University of Idaho. Her research focuses on teaching and learning through mathematical reasoning and professional learning of mathematics teachers and higher education faculty. She is a former K-12 mathematics teacher.  \nHilary Smith Risser (Ph.D.) is a former K-12 teacher and is currently an associate professor in the department of mathematical sciences at the Montana Tech of the University of Montana. Dr. Smith Risser’s main areas of research are the professional learning of mathematics teachers and the use of technology in the teaching and learning of mathematics.  \nSueAnn I. Bottoms (Ph.D.) is an assistant professor of science education in the College of Education at the Oregon State University. Her research focuses on how preservice elementary teachers take up the language and practices of equitable and ambitious science teaching in a community-based culturally and linguistically diverse environment.  \nAnne L. Kern (Ph.D.) is an associate professor in curriculum/instruction, science education at the University of Idaho. Her research focuses on using place-based pedagogies in understanding STEM content, particularly with American Indian students and communities.  \nKe Wu (Ph.D.) is an associate professor in the department of mathematical sciences at the University of Montana. Her current research focuses on multicultural curriculum, pedagogy and mentoring, and student mathematics performance measured by large, longitudinal assessments and its implication on the teaching of mathematics.  \nIntroduction  \nStarting on an academic journey can be a stressful and isolating experience (Sorcinelli, 1992) . Although some universities have formal mentoring structures to facilitate this transition for new faculty, these structures do not always provide the variety of supports that may be needed to navigate the complexities of transitioning to the world of academia (Greene, O’Connor, Good, Ledford, Peel, & Zhang, 2008) . Formal mentoring structures often","cbCaiaglaAPQ6xGR","https://ap.wps.com/l/cbCaiaglaAPQ6xGR","pdf",474087,"English","# Abstract\n# Introduction\n# Creation and Evolution of Our Peer Network","[{\"question\":\"When did the FRiENDs community originate?\",\"answer\":\"The FRiENDs group was born in 2008, when three current members met for a three-day writing retreat.\"}]","Finding FRiENDs - Creating a Community of Support for Early Career Academics | PDF",1792079465]