279 2021; 2:1 279–280 The Wabash Center Journal on Teaching BOOK REVIEW Success Afer Tenure: Supporting Mid-Career Faculty Vicki L. Baker, Laura Gail Lunsford, Gretchen Neisler, Meghan J. Pifer, and Aimee LaPointe Terosky, editors Sterling, VA: Stylus, 2019 (xiii + 365 pages, ISBN 978-1-62036-680-6, $35.00) As a mid-career faculty member—which can mean up to seven years afer tenure, or more than ten years from retirement afer tenure—I was eager to read this book. It shares perspectives of mid-career faculty that resonate with my own experience: increased service and administrative work, a lack of fnancial resources to support research and writing, rising demands to demonstrate accountability and efciency, increased pressure to obtain external funding through grant applications, and feeling undervalued and taken for granted by one’s institution. The authors also point out that when mid-career faculty assume new positions in academic leadership, it can result in new defnitions of what constitutes professional success and also present challenges in how to balance loyalty to one’s discipline and to one’s institution (123). Success Afer Tenure ofers ways in which faculty members and institutions can fnd opportunities despite such manifold challenges, emphasizing the importance of faculty agency (what faculty believe to be possible and what they do to move towards these goals) and strategic response (how faculty can uphold their priorities and passions despite their increased workloads). The authors summarize a history of faculty development in the United States, beginning with the age of the scholar (1950s to 1960s) focused on advancing faculty scholarship, the age of the teacher (mid-1960s to 1970s) emphasizing teaching skills, the age of the developer (1980s) focusing on faculty needs across career stages and faculty learning communities, and the age of the learner (1990s) shifing the focus to student learning (Sorcinelli et al., Creating the Future of Faculty Development, [Anker, 2006]). As many would agree, we are now in the age of evidence with “a focus on assessing the impact of instruction on student learning, of academic programs on student success, and of faculty development within institutional mission priorities” (Beach et al., Faculty Development in the Age of Evidence, [Stylus, 2016], 12). They acknowledge that the social environment plays a signifcant role in a mid-career faculty member’s ability to make changes and commit to new practices (117), emphasizing that ft and feelings of belonging factor into a faculty member’s career growth, professional development, productivity, and sense of satisfaction (168). The authors suggest several ways for improving faculty vitality, including balance, challenge seeking, creativity, curiosity, motivation, optimism, and risk-taking (167). Many authors suggest that scholarship of teaching and learning (SoTL) provides a means for mid-career faculty to build on or re-identify their scholarly paths (100). They draw from Ernest Boyer’s expanded vision of scholarship that includes discovery, integration, application, and teaching: “a recognition that knowledge is acquired through research, through synthesis, through practice, and through teaching” (Boyer, Scholarship Reconsidered, [Jossey-Bass, 2016], 86). Hillary Steiner suggests that synergistic citizens—those whose capacity for self-reflection, interest, and agency prompts them to seek out opportunities for being creative, productive, and relevant in their teaching—would particularly beneft from teaching in frst-year student learning communities, which allow faculty “to reimagine their pedagogical approaches through an interdisciplinary, scholarly lens” (142). The authors underscore the vital role of faculty writing groups, support for sabbaticals, leadership institutes and faculty development workshops, and they emphasize the power of mentoring and peer networking for mid-career faculty. Regular check-ins can be an important source of accountability, allow one to vent frustration or share progress, and enable small group or individual coaching. Mentors can help mentees reflect on their career decisions, review obstacles, and workshop ideas of how to overcome barriers (186). Reviewed By Beverley McGuire University of North Carolina Wilmington