2026 ASEE Annual Conference & Exposition

An Exploration and Evaluation of the Quad Mentorship Model for Faculty

Abstract

This evidence-based practice paper details the prior work, design, implementation, and assessment of the quad mentorship model as a faculty development strategy aimed at promoting connection, inclusion, and mutual learning among new and continuing faculty within the College of Engineering at California Polytechnic State University in San Luis Obispo. Mentorship is an essential aspect of supporting professional development, fostering inclusion, and strengthening workplace culture in higher education. A common approach to faculty mentorship is known as the dyad model, in which one newer faculty member is paired with one more senior faculty member. To enhance faculty success and workplace culture, we implemented a less common approach to mentorship: a four-person “quad” mentorship model, in which a new faculty member was grouped with three other faculty members in the College.

We outline the program structure, the process of quad formation, relevant activities, institutional support, and recommendations for future implementations. Data collection included both qualitative and quantitative methods, including surveys and interviews from a subset of the 66 faculty participants. These assessments were used to understand how the mentorship model worked in practice and to identify key areas for improvement. Results show that participants rated their quads highly on approachability and professional integrity, while slightly lower ratings were reported for resource-sharing and encouraging risk-taking. Open-ended responses suggested that meeting frequency was a common challenge that impacted opportunities for deeper mentor engagement. Our analysis explores themes such as the value of relationships, the helpfulness of mentor-mentee interactions, and comparisons to more common mentorship structures (e.g., dyads or triads).

Based on our experience and findings, we share recommendations for institutions seeking to establish or refine faculty mentorship programs in engineering education in order to foster belonging, improve professional outcomes, and support diverse faculty advancement.