2026 ASEE Annual Conference & Exposition

The transition from graduate student to faculty member often involves a steep learning curve, particularly in teaching, the scholarship of teaching and learning (SoTL), and maintaining a healthy work-life balance. This shift is especially pronounced when one’s doctoral research is rooted in technical engineering subjects, while the academic role is teaching-focused and demands a spin toward SoTL or engineering education research. This paper presents a reflective, practice-based actions of two engineering educators: the first author, a Lecturer at a U.S. university, and the second author, a Teaching-stream Assistant Professor at a Canadian institution, whose paths first crossed during graduate school. Their sustained friendship and peer mentorship, beginning as study partners at their university, evolved into a cross-institutional collaboration that has supported their personal and professional growth. Their story illustrates how enduring peer networks can foster resilience, innovation, and community within academia.

During graduate school, the authors developed habits of mutual accountability and effective time management while navigating demanding coursework. When the second author became a mother during this period, she modeled a disciplined approach to prioritization, organization, and self-care. These early experiences shaped their shared values of perseverance and empathy, principles that later informed their teaching and mentorship philosophies.

As they transitioned into faculty roles at different institutions, their collaboration matured from informal support to structured professional exchange. Despite geographic separation, their shared disciplinary and pedagogical values enabled a meaningful partnership centered on co-developing teaching materials, conducting mutual peer reviews, and engaging in open dialogue on teaching ethics, workload management, and classroom innovation. Regular discussions around lecture materials, assessments, and active learning strategies enhanced both instructional quality and professional confidence. This partnership demonstrates how informal peer networks can complement formal mentoring programs by providing psychological safety, accountability, and diverse perspectives.

Their collaboration has also extended into research and professional development. They encouraged one another to publish pedagogical work, participate in conferences, and explore emerging technologies in engineering education. Their mutual support during maternity leaves and other life transitions led to shared reflections on effective work-life balance strategies, including collaborative syllabus design, adapting courses for asynchronous delivery, and sharing modular content to facilitate smoother re-entry after leave.

This case study contributes to the New Engineering Educators (NEE) division by showcasing how sustained peer mentorship can serve as a powerful model for faculty development, particularly for women balancing caregiving responsibilities with academic progression. It offers actionable insights into leveraging peer partnerships to manage workload, enhance teaching quality, and foster long-term resilience. Ultimately, this narrative highlights the transformative potential of empathy, friendship, and collaborative pedagogy in shaping more inclusive and sustainable academic pathways for engineering educators.