Objectives: The main purpose of this study was to examine (1) gender differences in remote teaching readiness and mental health problems among university faculty, and (2) to what extent remote teaching readiness is associated with mental health problems among university faculty, during the COVID-19 pandemic. Method: Survey participants of the study comprised 779 university faculty (58.2% men, 39.4% women, and 2.4% other gender identities or did not report) from 122 higher education institutions in the United States. Results: Chi-square tests and independent t-test findings showed that female faculty reported significantly greater remote teaching challenges - in terms of both technology and course design - and higher levels of anxiety and depression during the COVID-19 pandemic. Structural equation modelling results indicated that remote teaching readiness was associated with mental health problems among faculty during the COVID-19 pandemic. Conclusions: The findings suggest that gender differences in remote teaching readiness can partially explain the gender disparities in mental health problems among faculty, with female faculty being disadvantaged.

The Individual Development Plan (IDP) is a common mentoring tool in higher education. Students and postdoctoral researchers can use an IDP to facilitate conversations with their mentors and create action plans to support future goals. The entire process helps mentees achieve both short- and long-term objectives. Little is known about how historically underrepresented minority groups are supported during this process. This study investigated IDP implementation at 504 minority serving institutions (MSIs) that primarily serve African American, Hispanic/Latinx, and Native-American populations. Using content analysis, we systematically reviewed the publicly available IDP tools and policies at each MSI. Although several crucial mentoring components and implementation strategies were identified, there was a noticeable absence of emphasis on multicultural mentoring guidance and psychosocial support throughout the process. Our findings offer decision-makers and faculty mentors insights into supporting minority trainees and lay the foundation for future research in the field of IDPs.