Glenna G. Bower

Factors influencing the willingness to mentor 1st-year faculty in physical education departments

This study of mentoring 1st‐year faculty in physical education departments focused on individual reasons for mentoring and organizational factors inhibiting or facilitating mentoring. A phenomenological research design was used to examine the mentoring relationship between 1st‐year faculty and physical education department Chairs (N = 5), and a constant comparative analysis of personal portraits provided themes and categories. Results illustrate the need for department Chairs to initiate the mentoring relationship with 1st‐year faculty, provide department orientation programs, schedule regular meetings, and encourage interdisciplinary efforts within and outside the department.

Gender and Mentoring

The number of women earning doctoral degrees has increased by 22 percent in the past 33 years. The majority of these women earn degrees in humanities, social sciences, education, and health-related fields (Touchton, Caryn, & Campbell, 2008). Unfortunately, while the number of women entering these fields is growing, the number of tenuretrack positions in these academic disciplines is declining (West & Curtis, 2006). The decline in tenure-track positions in academia is due to the financial constraints of public and private institutions since 2007 and the decline in the number of college-age individuals (June, 2009). This results in more job seekers being hired for nontenure-track and adjunct positions, especially women who earn doctoral degrees (West & Curtis). Unfortunately, women hired to nontenure-track jobs or those who fail to achieve tenure and promotion are unlikely to advance to a powerful position such as university dean, vice president, or president. Being promoted to full professor is a challenge for tenured women faculty. Promotion to full professor is a barrier to women wanting to enter a leadership position within the academic hierarchy as well. As an associate professor and chair of a kinesiology and sport department, I am one of those women with her sights set on becoming a full professor. I do realize that the additional demands of the chair position increase the challenge of being promoted to full professor, but I also know that one effective strategy for many women wanting to acquire leadership positions is mentoring. A woman in a similar position needs a mentor, not only to guide her through the process of becoming a full professor, but to provide structure in her new role as chair. Given the low number of women full professors in leadership positions in higher education, a question arises: do women need to have female mentors or will male mentors be able to help women in their career paths? The majority of my research has been in the area of mentoring women in leadership positions within sport (Bower, 2009; Bower, 2010; Bower & Bennett, 2010, 2011) and kinesiology and sport academia (Bower & Bennett, 2009; Bower & Hums, 2008, 2009). This article focuses on how mentoring may help a woman to obtain full professorship regardless of the gender of her mentor.

Evaluation of a Health and Fitness Social Media Experience

Abstract Background: University health and fitness faculty members are continually striving to enhance the health knowledge of their students. Purpose: The purpose of this case study was to survey student reflections of a social media experience. Methods: Students were placed into one of two groups: Learners (N = 92) or Pre-Service Health and Fitness Professionals (N = 35). The interaction with social media began when Learners posted health and fitness questions to a Facebook group site. Survey questionnaires were given to all participants. Results: The responses of the Learner group revealed that 51.1% believed long-term use of a social media site benefit their fitness routine. A supporting Learner response, “I feel more informed and aware of proper fitness.” The responses of the Pre-Service Health and Fitness Professionals group revealed that 52.9% learned from peers. A supporting PSHFP response, “I learned that some of my peers are quick to establish more ways to improve a workout…” Discussion: Both Learners and Pre-Service Health and Fitness Professionals groups gave new insights into health and fitness needs. Translation to Health Education Practice: The University is an ideal setting to share health and fitness knowledge through social media.

Protecting Students and Faculty from Environmental Tobacco Smoke: An Assessment and Rationale for College Policies Prohibiting Smoking in Public Areas and Student Residencies.

Purpose – The purpose of this study is to examine a Midwest university in North America over a one‐year period on current smoking policies and programs, student support for implementing additional smoking policies, and to produce a follow‐up report on supporting policies that were approved by administration.Design/methodology/approach – The researchers used a convenience sample from a four‐year public university located in the Midwestern USA. A four‐year public university is a publicly funded institution of higher learning awarding baccalaureate, Masters and doctoral degrees. Data were collected from administrators (n=6) and on Assessment Day of all freshmen (n=1,743) and juniors (n=643) at the university. Data were collected through document mining, a survey instrument, interviewing, and observation. Descriptive statistics were used to summarize frequency data for this study.Findings – The data produced some interesting findings. First, the study provided college administrators with a model to follow in...

Examining the Mentoring Relationships of Women Working in Intercollegiate Athletic Administration

The purpose of this study was to examine mentoring relationships of women working within intercollegiate athletic administration. More specifically, the mentor characteristics and the career and psychosocial benefits of having a mentor in intercollegiate athletic administration were the focus of the study. The population for this study was all 1,834 women working in intercollegiate athletic administration. Several practical implications for women wanting to work with a mentor in intercollegiate athletic administration arose from the data and included counseling, role modeling, acceptance and confirmation, coaching, and exposure and visibility.