Increasing Care, Community and Productivity Through a Faculty Support Program

This Innovative Practice Full Paper reports on a faculty support program designed to foster productivity, professional development, and community among historically underrepresented and minoritized (HURM) engineering faculty. The need to support HURM faculty has been well-articulated; to address this need at our institution, our unit developed a faculty support program offering weekly peer-mentoring writing sessions and professional development programming and resources, aiming to increase faculty productivity while at the same time shifting daily practices to include self-care, work-life balance, and community care. Drawing on mixed qualitative and quantitative data - including weekly writing reflections, semester evaluations, and focus groups - we assess the experiences of the first cohort: 12 pre-tenure mentees and 4 tenured mentors. Participants reported measurable increases in research productivity as well as a stronger sense of community and an expanded support network for navigating professional and personal challenges. While professional development sessions and financial support were valued, the most impactful element was the structure of dedicated writing time, which participants cited as crucial to their success. The program's impact is underscored by its retention: 83% of mentees and 100% of mentors chose to return to the program the following year, even in the absence of financial incentives. Participants also reported gaining access to strategies and institutional knowledge typically considered part of the 'hidden curriculum' of academic life. These findings highlight the importance of supporting the success and well-being of HURM faculty through support structures that balance a practical orientation to productivity with community-based, holistic practices.