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Early career geography faculty in colleges and universities in the United States are positioned at the leading edge of a challenging period of change in higher education. Demands brought on by new technologies, new administrative and research pressures, and an increasingly competitive campus climate, may make it difficult to balance teaching, research, and service while also trying to maintain a personal life. This article argues that many geographers could benefit from the support of mentoring. Using ideas generated by participants in the Association of American Geographers' recent project, the Geography Faculty Development Alliance, I provide both pragmatic and personal suggestions for establishing these all-important mentoring relationships to help cope with the pressures facing early career faculty.--author's abstract

Describes trends in higher education that impact the hiring and success of tenure-track faculty. Reviews research on expectations and concerns of early career faculty including expectations for tenure and promotion, socialization, balancing work and family. Identities what administrators can learn about creating competitive academic workplaces and provides examples of policies and practices.

Outlines new Yale policies for tenure. Changes the structure of tenure attainment and proposes that junior faculty be provided with mentoring, explanations of expectations and assistance in doing their jobs.

Article abstract: "Professional experiences during graduate school through the first few years of an academic appointment shape patterns of work and social behavior that prefigure the long-term success of new faculty members, including prospects for tenure and promotion. We explore these experiences through interviews and surveys with a sample of early-career faculty in postsecondary American geography. Our analysis reveals that teaching is the primary source of anxiety among new professors, many of whom begin their first academic positions with little or no preparation in learning theory, course design, or pedagogy. Many new faculty members struggle to maintain healthy personal and family lives, while adjusting to unfamiliar norms of their new institutions. New professors benefit from support offered by their department chairpersons and from working in collegial environments. Among women, we found a greater sense of self-doubt about their scholarly abilities and futures despite having records comparable in accomplishment to their male peers. Many women cope with this sense of marginalization by forming supportive mentoring relationships with other women faculty on campus and through disciplinary specialty groups. Networking with colleagues on campus and at academic conferences enhances the job performance and satisfaction of all faculty members irrespective of gender. Our findings underscore the importance of examining the social, professional, and disciplinary contexts of higher education to acquire a broader understanding of faculty development. This knowledge can help departments prepare new faculty for successful and satisfying academic careers."

Article abstract: "In light of the tenure and promotion needs of junior faculty to demonstrate high levels of scholarship, achieve strong publication records, and develop successful proposals for extramural funding, this article explores the impact of providing a structure and a process for mentoring education faculty toward the attainment of tenure and promotion through participation in a Research and Writer's Group. The Research and Writer's group provides participating faculty with a forum for: (1) the presentation of ideas and drafts of developing manuscripts for the purpose of securing feedback; (2) the dissemination of information regarding opportunities for presentations at professional conferences and requests for manuscripts for edited books and thematic journal articles; and (3) the promotion of collaboration of faculty from across departments and disciplines in education. A carefully developed curriculum designed specifically to meet the scholarship needs of junior faculty is presented along with multiple perspectives of the impact of this mentoring model on the host institution. Anticipated as well as unanticipated outcomes of the work of the Research and Writer's Group are highlighted."

Focuses on the transition from early career faculty who have not attained tenure to higher education as a second career. Explores the issues of community, balance, and integration in regards to academia.

Studies the effective strategies of mentoring junior faculty and graduate students as well as the characteristics of good mentors.

This book "is the definitive guide for faculty in higher education who wish to mentor both students and junior faculty. It features strategies, guidelines, best practices, and recommendations for professors who wish to excel in this area. Written in a pithy style, this no-nonsense guide offers straightforward advice about managing problem mentorships and measuring mentorship outcomes. Practical cases studies, vignettes, and step-by-step guidelines illuminate the process of mentoring throughout."

Reviews how scientific careers are affected by entrepreneurial initiatives offered by universities. Focusing on bioscientists, three distinct groups of faculty were identified, based on how their career paths were emerging as a result of these initiatives.

Based on a survey of women faculty in small college psychology departments, this article looks at workload, climate and teaching support. Presents recommendations for women faculty in similar situations.