Abstract
The educator's primary goal is to ensure student success by offering dynamic student experiences that will allow the students to synthesize their new learning with hopes of practical application. In higher education, a professor can easily fall into working in isolation due to the uniqueness of course offerings and areas of professional interest. However, when professors consciously build professional peer-mentoring relationships with colleagues that have similar interests and core values, both professors can grow. For example, when an experienced tenure track professor with K12 experience partners with a novice tenure track professor with over a decade of experience in education leadership, wonderful things can happen. This article details the first- and fifth-year experiences of two tenure track professors at an Historically Black College and University (HBCU) in the mid-Atlantic region. Instruction and scholarship, work-life balance, and relationships with students are areas of impact as an outcome of this peer-mentoring relationship.
Recommended Citation
Gamble-Lomax, W. S., & Felder, A. S. (2023). Trekking to the Tenure Finish Line: Teacher Educators and the Power of Peer Mentoring at an HBCU. The Journal of Advancing Education Practice, 4(2). https://openriver.winona.edu/jaep/vol4/iss2/4
