Reciprocal Mentoring: Shared Funds of Knowledge and Faculty Wellbeing

Abstract Four co-authors (two mentor-mentee pairs) describe the program need, purpose, and structure of a reciprocal mentoring program in a California Hispanic-serving institution. The program was designed to intentionally apply autonomy supportive mentoring and reflective practice. During observations, mentors modeled autonomy supportive instructional strategies and mentees practiced these strategies during pre-service practice teaching. Co-authors’ quotes describe how increased efficacy for college teaching and the positive impacts of autonomy supportiveness and reflective practice positively impacted students’ engagement. Mentor-mentee pairs’ transformative professional growth and wellbeing were outcomes of sharing their funds of knowledge during reciprocal mentoring activities. Three themes emerged for these co-authors due to reflective practice on their chapter collaboration: enhanced wellbeing, professional development, and new awareness about how the mentoring program’s strengths contributed to its overall success.