A Faculty Teaching Mentor Program: Supporting, Engaging, and Retaining New Faculty

2017 ◽  
Vol 28 (1) ◽  
pp. 15-18
Author(s):  
Susan Lynch ◽  
Cynthia Barrere ◽  
Lisa O'Connor ◽  
Laima Karosas ◽  
Jean Lange
Keyword(s):  
Mentor Program ◽  
New Faculty ◽  
Faculty Teaching

Advice for New Faculty Teaching Undergraduate Science

2006 ◽  
Vol 83 (3) ◽  
pp. 401 ◽  
Author(s):  
Andri L. Smith ◽  
Sarah L. Keller
Keyword(s):  
New Faculty ◽  
Faculty Teaching ◽  
Undergraduate Science

scholarly journals Shared Expectations: Identifying Similarities And Differences Between Student And Faculty Teaching Values Based On Student Evaluation Of Faculty Classroom Performance

2011 ◽  
Vol 1 (7) ◽  
Author(s):  
Gregory P. Trudeau ◽  
Kathleen J. Barnes
Keyword(s):  
Faculty Member ◽  
Student Evaluation ◽  
Faculty Members ◽  
Doctoral Degrees ◽  
Classroom Performance ◽  
New Faculty ◽  
Faculty Teaching ◽  
Area Of Concern ◽  
Teaching Dimension ◽  
Student Evaluation Of Faculty

New faculty have an inordinate amount of resources, financial and other, invested in their doctoral degrees. Yet, the first few years can be overwhelming adapting to the plethora of academic life demands. One area of concern that all new faculty deal with is attempting to decode the various stakeholder groups (i.e., students, colleagues, personnel committee, administration, community and industry members, respective profession colleagues) expectations of the new faculty member and reconciling those with their own personal goals and aspirations. Knowing what each group considers important and highlighting similarities or differences allows new faculty to address stakeholder expectations to better position themselves for a successful and fulfilling career.This paper derives from a study that looked at the two groups (i.e., students and department colleagues) expectations who most closely affect the daily life of the new faculty member. Study respondents were ask to identify which teaching dimension each group valued most from a list of thirteen questions used by students in evaluating faculty members classroom performance. Students and faculty members concurred in their clear preference for the instructor knowing the material being presented and the instructor explaining the material in a clear and understandable manner, but differed in their view of the least important teaching dimension depicting a faculty members classroom performance. The faculty members surveyed concurred with the student ranking that the instructor increasing the students interest in the subject matter was the second least important teaching dimension depicting a faculty members classroom performance. This teaching dimension was only superceded by the faculty ranking that the amount of work required being appropriate for the number of credits offered and the student ranking that the instructor stimulating questions was the least important teaching dimension depicting a faculty members classroom performance.

Attributes of Effective Mentoring Relationships for Novice Faculty Members: Perspectives of Mentors and Mentees

2017 ◽  
Vol 12 (2) ◽  
pp. 152-162 ◽  
Author(s):  
Jessica L. Barrett ◽  
Stephanie M. Mazerolle ◽  
Sara L. Nottingham
Keyword(s):  
Faculty Member ◽  
Athletic Training ◽  
Faculty Members ◽  
Time Constraints ◽  
Mentoring Relationships ◽  
Mentor Program ◽  
New Faculty ◽  
Novice Faculty ◽  
National Athletic Trainers Association ◽  
Research Mentor

Context: Although doctoral education provides ample opportunities for skill development, the new faculty member may still require further support and guidance. Mentorship is often the mechanism whereby continued encouragement is provided. Limited understanding exists of the mentoring relationships developed between a new faculty member and a seasoned one. Objective: To understand the mentoring relationship from the perspectives of new and seasoned faculty members who have engaged in mentoring relationships. Design: Qualitative study, phenomenology. Setting: Selected higher education institutions with Commission on Accreditation of Athletic Training Education–accredited programs. Patients or Other Participants: From the National Athletic Trainers' Association (NATA) Foundation Research Mentor program we successfully recruited 7 mentors (5 male, 2 female) and 7 mentees (2 male, 5 female). We additionally recruited 7 mentors (5 male, 2 female) and 7 mentees (2 male, 5 female) who had not completed the NATA Foundation Research Mentor program. Main Outcomes Measure(s): We completed semistructured phone interviews following an interview script. Interviews were transcribed and saturation was obtained. Analysis was grounded by the general inductive approach. Peer review and researcher triangulation were completed for trustworthiness. Results: Two major themes materialized: (1) positive mentoring relationships and (2) challenges. Three primary attributes emerged as necessary for positive mentoring relationships between new and experienced faculty members: (1) active engagement from both mentor and mentee (this theme was furthered divided by the subthemes of reciprocity, motivation, and availability), (2) communication, and (3) similar interests. Mentees' resistance to mentoring and mentors' time constraints emerged as challenges. Conclusions: Mentoring relationships develop when there is shared interest, ongoing communication, and an investment made by both parties. New faculty members may be resistant to mentoring because of struggles receiving feedback, while experienced faculty may have competing time constraints that limit availability.

Faculty Teaching Goals, 1968-1973

1976 ◽  
Vol 24 (2) ◽  
pp. 298-307 ◽  
Author(s):  
Gerald M. Platt ◽  
Talcott Parsons ◽  
Rita Kirshstein
Keyword(s):  
Faculty Teaching ◽  
Teaching Goals

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

WORKSHOP FOR EARLY CAREER GEOSCIENCE FACULTY: TEACHING, RESEARCH, AND MANAGING ONE’S CAREER

2017 ◽  
Author(s):  
Rachel J. Beane ◽  
◽  
R. Heather Macdonald ◽  
Richelle M. Allen-King ◽  
Tessa M. Hill ◽  
...  
Keyword(s):  
Early Career ◽  
Faculty Teaching ◽  
Teaching Research

Teaching Music Theory

2020 ◽  
Author(s):  
Jennifer Snodgrass
Keyword(s):  
Music Theory ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Real Life ◽  
Aural Skills ◽  
New Faculty ◽  
Music Therapist ◽  
Starting Point ◽  
Teaching Music

Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.

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