scholarly journals Cottrell Scholars Collaborative New Faculty Workshop: Professional Development for New Chemistry Faculty and Initial Assessment of Its Efficacy

2014 ◽  
Vol 91 (11) ◽  
pp. 1874-1881 ◽  
Author(s):  
Lane A. Baker ◽  
Devasmita Chakraverty ◽  
Linda Columbus ◽  
Andrew L. Feig ◽  
William S. Jenks ◽  
...  
Keyword(s):  
Professional Development ◽  
Initial Assessment ◽  
New Faculty ◽  
Faculty Workshop

scholarly journals Enhancing Faculty Performance through Coaching: Targeted, Individualized Support

2014 ◽  
Vol 4 (4) ◽  
pp. 3 ◽  
Author(s):  
Melissa McDowell ◽  
Laurie Bedford ◽  
Lyda DiTommaso Downs
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Education Institution ◽  
Educational Institutions ◽  
New Faculty ◽  
College Leadership ◽  
Coaching Model ◽  
Faculty Orientation ◽  
Professional Development Needs ◽  
Strong Culture

<p>Coaching in higher education is a relatively new field; although, it has been taking place in educational institutions for some time, even if it was not labeled as such. This paper describes the faculty development filosophies of a US-based higher education institution with a strong culture of supporting faculty and promoting social change. A coaching model was implemented as a means for professional development. It was designed to be facilitated through a peer relationship and it offers problem-focused, contextualized opportunities for faculty to collaborate, thus making the experience and outcome more meaningful. The coaching model is individualized, confidential, non-evaluative, and incorporates three pathways to support the professional development needs of faculty: self-assigned, a request from college leadership as a means to support faculty in an identified area of need, or the New Faculty Orientation (NFO) instructor may recommend a faculty member for coaching as a way to further engage in topics not discussed in-depth in NFO.</p>

scholarly journals 3. Support for New Faculty Members: What do They Perceive They Need?

2013 ◽  
Vol 6 ◽  
pp. 13 ◽  
Author(s):  
Jennifer Boman ◽  
Michelle Yeo ◽  
Theresa Matus
Keyword(s):  
Professional Development ◽  
Needs Assessment ◽  
Development Program ◽  
Institutional Context ◽  
Faculty Members ◽  
Support Program ◽  
First Year ◽  
Full Time ◽  
Faculty Development Program ◽  
New Faculty

In this article we report the outcomes of a needs assessment administered to new faculty members who were hired within the last four years at Mount Royal University. Our purpose in conducting this needs assessment was to gather information to guide the redevelopment of the institution’s support program for new faculty in light of a changing institutional context (i.e., the transition from a college to a university).  Faculty members were asked what kinds of support and resources they perceived themselves as needing during the first year of their full-time appointment and what gaps were present in their professional development.  We review the key themes in faculty members’ self-identified needs and summarize the principles behind a new faculty development program that was informed by the results of this research. 

From the Halls of Harvard to the Age of the Networker

2020 ◽  
pp. 201-225
Author(s):  
Amy Aldridge Sanford ◽  
Kellie W. Smith
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Course Management Systems ◽  
Contingent Faculty ◽  
Gi Bill ◽  
Full Time ◽  
New Faculty ◽  
Faculty Orientation ◽  
Conference Attendance

Professional development in U.S. higher education was operationalized with sabbatical leaves for 150 years but has rapidly evolved through five ages since then – from conference attendance during the Age of the Scholar (1950s-60s) to the centrality of centers of teaching and learning in today's Age of the Networker (2000s-2010s). It continues to be influenced by everchanging professoriate and student populations, beginning with the introduction of the GI Bill and in the mid-20th century to the modern dependence of contingent faculty. Over the years, tenure lines have decreased, more students work full time, lawmakers and other stakeholders are more critical of colleges and universities, and students are less prepared academically but are more savvy with social justice. Faculty developers must carefully consider all of these matters when planning for the old standbys (e.g., new faculty orientation, navigating course management systems) and looking to what is needed for the future (e.g., accessible design, self-care, legislative mandates).

Short and Long-Term Impacts of the Cottrell Scholars Collaborative New Faculty Workshop

2015 ◽  
Vol 92 (9) ◽  
pp. 1466-1476 ◽  
Author(s):  
Marilyne Stains ◽  
Matthew Pilarz ◽  
Devasmita Chakraverty
Keyword(s):  
New Faculty ◽  
Short And Long Term ◽  
Faculty Workshop
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