scholarly journals New Faculty Orientation And Seminar Series: Emphasis On Teaching And Learning

2020 ◽  
Author(s):  
William W. Predebon ◽  
Peck Cho ◽  
Diana George ◽  
Linda M. Ott ◽  
Philip Sweany
Keyword(s):  
Teaching And Learning ◽  
New Faculty ◽  
Faculty Orientation ◽  
Seminar Series

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).

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.

scholarly journals “A child with autism only has one childhood”: main themes and questions for research from the “Digital Bubbles” seminar series

2017 ◽  
Vol 11 (3) ◽  
pp. 113-119 ◽  
Author(s):  
Sarah Parsons ◽  
Nicola Yuill ◽  
Mark Brosnan ◽  
Judith Good
Keyword(s):  
Teaching And Learning ◽  
Social Research ◽  
Responsible Innovation ◽  
Future Research ◽  
Content Type ◽  
Community Stakeholders ◽  
Autistic People ◽  
Seminar Series ◽  
The Uk ◽  
Main Ideas

Purpose The purpose of this paper is to present an overview of the main messages and key questions for further research arising from the seven-seminar series entitled, “Innovative technologies for autism: critical reflections on digital bubbles”, funded by the Economic and Social Research Council in the UK. Design/methodology/approach A synthesis of the main ideas is presented, drawing on the presentations, discussions, participant feedback, and short papers from across the seminar series, which took place between November 2014-2016. Findings There were many positive examples where technologies were positioned and used as facilitative “bridges” between ideas, communities, understanding, and experiences. Researchers and community stakeholders also emphasised the importance of taking different perspectives and working in stronger partnerships with each other. Four overarching research questions were developed from these themes to provide a roadmap for future research, relating to: responsible innovation, technology-enabled social interaction, learning and pedagogy, and engagement. Originality/value The findings and methodologies produced by the Digital Bubbles seminar series, available on the project website (http://digitalbubbles.org.uk/) and in a series of short papers, provide a rich repository of state-of-the-art thinking in the field of autism and technology that is being utilised nationally and internationally in teaching and learning. This paper suggests some valuable future research directions and highlights the importance of establishing and maintaining multi-disciplinary research teams, with autistic people and their families at their core.

New Faculty Orientation for Nurse Educators: Offerings and Needs

2021 ◽  
Vol 60 (5) ◽  
pp. 273-276
Author(s):  
Catherine Wilson Cox ◽  
Elizabeth T. Jordan ◽  
Theresa M. Valiga ◽  
Qiuping Zhou
Keyword(s):  
Nurse Educators ◽  
New Faculty ◽  
Faculty Orientation

From Orientation to Onboarding: A Survey-Based Departmental Improvement Program for New Radiation Oncology Faculty Physicians

2020 ◽  
Vol 16 (4) ◽  
pp. e395-e404
Author(s):  
John J. Cuaron ◽  
Erin F. Gillespie ◽  
Daniel R. Gomez ◽  
Atif J. Khan ◽  
Borys Mychalczak ◽  
...  
Keyword(s):  
Radiation Oncology ◽  
Intervention Program ◽  
Faculty Members ◽  
New Faculty ◽  
Post Intervention ◽  
Improvement Program ◽  
Assessment Scores ◽  
Faculty Orientation ◽  
Physician Assessment ◽  
Academic Center

PURPOSE: To evaluate physician-reported assessments of an established faculty orientation program for new radiation oncology physicians at a large academic center and to prospectively analyze the effects of an onboarding improvement program based on those assessments. MATERIALS AND METHODS: An anonymous survey was designed and distributed to physicians new to the department who received onboarding orientation between 2013 and 2017. Survey questions addressed the comprehensiveness, effectiveness, and utility of various orientation activities. On the basis of the survey results, an improved onboarding program was designed and implemented for nine new faculty members between May 2018 and November 2018. A post-intervention survey querying topics similar to those in the pre-intervention survey was distributed to the new faculty members. Descriptive statistics were generated to compare the pre-intervention and post-intervention groups. RESULTS: The overall rate of survey completion was 85% (17 of 20). The intervention program markedly improved physician assessment of comprehensiveness and effectiveness of the onboarding process. Physicians strongly and consistently identified mentor shadowing, on-the-job training, and other faculty mentorship activities as the most important components of an effective onboarding experience. CONCLUSION: An enhanced, tailored, person-oriented, formal onboarding improvement program significantly increased physician assessment scores of comprehensiveness and effectiveness of the faculty onboarding process. This model can serve as a framework for increasing physician preparedness, encouraging early physician mentorship, and ensuring a universal standard of quality across large practices.

scholarly journals New Faculty Orientation

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
T. Michael Gallagher ◽  
Mei-Yan Lu ◽  
J. Francisco Hidalgo
Keyword(s):  
New Faculty ◽  
Faculty Orientation

scholarly journals New Faculty's Perception of Faculty Development Initiatives at Small Teaching Institutions

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Aditi Puri ◽  
Daren Graves ◽  
Arlene Lowenstein ◽  
Lily Hsu
Keyword(s):  
Academic Success ◽  
Faculty Development ◽  
Teaching And Learning ◽  
Academic Culture ◽  
Mentoring Programs ◽  
New Faculty ◽  
Terminal Degree ◽  
Development Initiatives ◽  
The Impact ◽  
Hygiene Theory

New faculty at small teaching institutions experience varied challenges related to navigation of three academic pillars: teaching, scholarship, and service. New faculty are often not prepared by doctoral or terminal degree granting institutions for faculty roles. This increases the responsibility of the hiring institution to introduce new faculty to the academic culture and provide development opportunities aimed at promoting academic success. For the purpose of this study seventeen faculty members, employed between one and three years at four northeastern USA colleges, were recruited for interviews. The Motivation-Hygiene Theory was applied to study the impact of challenges, barriers, and facilitators on faculty satisfaction with faculty development initiatives. The qualitative results emphasize a need for institutions to enhance the new faculty development initiatives: comprehensive new faculty orientations, ongoing teaching and learning workshops, mentoring programs, and other methods to facilitate the transition of faculty to the new academic position.

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>

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