A New Faculty Member

1930 ◽  
Vol 19 (4) ◽  
pp. 388-390
Author(s):  
W.Bruce Philip
Keyword(s):  
Faculty Member ◽  
New Faculty

A new faculty member in Japan: An ecological perspective on becoming a researcher

10.47908/11/3 ◽  
2020 ◽  
pp. 37-52
Author(s):  
Sarah Mason
Keyword(s):  
Faculty Member ◽  
Ecological Perspective ◽  
New Faculty ◽  
Identity And Agency

Sarah Mason uses an ecological perspective to relay her journey of becoming a researcher, combining it with teaching and a sense of service. She discusses issues of identity and agency and the importance of mentoring on this path.

What Does a New Faculty Member Need to Know?

2001 ◽  
Vol 46 (4) ◽  
pp. 412-414
Author(s):  
W. J. McKeachie
Keyword(s):  
Faculty Member ◽  
New Faculty

Navigating Mentorship, Scholarship, Teaching, and Service

2021 ◽  
pp. 129-156
Author(s):  
Meredith A. Rausch
Keyword(s):  
Faculty Member ◽  
Junior Faculty ◽  
Major Portion ◽  
New Faculty ◽  
The University ◽  
University Setting

There will be an abundance of new and unique experiences for a new faculty member during their first years in the academy. Understanding the expectations for scholarship, teaching, and service is a major portion of this experience; however, there are additional policies, procedures, opportunities, and expectations for junior faculty. Developing relationships for mentoring will be imperative to the successful navigation of each of these areas. This chapter will provide ideas for obtaining a mentor; developing as a responsible and successful mentee; ideas for navigating scholarship, teaching, and service requirements in the university setting; as well as provide voices from the field to offer additional perspectives.

scholarly journals Specifics of Course Management System Benefits for New University Faculty

2016 ◽  
Vol 1 (2) ◽  
pp. 2 ◽  
Author(s):  
Gavin Porter
Keyword(s):  
Faculty Member ◽  
Management System ◽  
Course Management System ◽  
Teaching Staff ◽  
University Faculty ◽  
Course Management ◽  
New Faculty ◽  
Tutorial Group ◽  
Email Communication

A comparison of courses that do or do not utilize a Course Management System (CMS) was undertaken from thestandpoint of a new faculty member. Seven distinct advantages were found with CMS implementation includinginitial tutorial group set-ups, email communication, sharing of student generated products, sharing ofinstructor-generated products, collection of assignments, delivery of graded assignments, and plagiarism checks.CMS training that precedes the start of a course is recommended for new teaching staff, particularly for largecourses of greater than 100 students, where CMS implementation has substantial benefits.

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