The Mentor–Mentee Faculty Relationship: Cases of Reciprocal Learning and Leading

An assigned mentor/mentee relationship (Raven–Craig) and a chosen mentor/mentee relationship (Davis–Craig), respectively, placed an assistant professor in science education and an associate professor in technology and teacher education under the tutelage of a senior professor who is the teaching and teacher education program lead. An invitation was subsequently extended for both mentees to join their mentor as members of the Faculty Academy. This helped them to expand their communities of knowing and to meet other regional teacher educators occupying the same positions, facing the same promotion-tenure challenges and/or researching the same topics as themselves. The Faculty Academy experience made what could have been surface level relationships more authentic and genuine because relevant, reciprocal learning in the midst of community naturally unfurled.