scholarly journals One Busy Day! A Critical Analysis of New Faculty Orientation Programs

2021 ◽  
Vol 2 (4) ◽  
pp. 5-10
Author(s):  
Michael T. Miller
Keyword(s):  
Critical Analysis ◽  
Technical Assistance ◽  
Academic Community ◽  
Faculty Members ◽  
Orientation Programs ◽  
Opportunities To Learn ◽  
New Faculty ◽  
Faculty Orientation ◽  
Common Practices ◽  
Academic Year

New faculty orientation programs can serve as an important introduction to an academic community. They can create expectations, provide exposure to technical assistance, and welcome faculty members to new communities. The current study explored new faculty orientation programs, cataloging their activities to identify the most common practices in research-centered universities. Findings revealed a strong reliance on one-day programs that often host a variety of speakers from different offices, yet they rarely were found to have any sort of outcomes based approach to their design. To be effective, these programs should possibly incorporate longer activities that might last an entire semester or academic year. Further, these programs might include virtual as well as in-person opportunities to learn about the institution, the students they serve, and the offices and other tools that the institution provides to help faculty be successful. Further study on the effectiveness of different models is also recommended.

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.

Levels of Organizational Responsibility in a New Faculty Orientation Program

1989 ◽  
Vol 65 (1) ◽  
pp. 241-242 ◽  
Author(s):  
Gerald M. Meredith
Keyword(s):  
Faculty Members ◽  
New Faculty ◽  
Orientation Program ◽  
Faculty Orientation ◽  
University Level ◽  
The University

This study established topic priorities for planning a workshop for new faculty members at the university level.

Chinese university faculty members' visiting experience and professional growth in American universities

2020 ◽  
Vol 48 (5) ◽  
pp. 1-13
Author(s):  
Jie Hu ◽  
Kezheng Chen ◽  
Dongfang Liu
Keyword(s):  
Professional Growth ◽  
The United States ◽  
Academic Community ◽  
Faculty Members ◽  
University Faculty ◽  
Academic Experience ◽  
American Universities ◽  
Chinese University ◽  
The Arts ◽  
Visiting Scholars

We empirically investigated Chinese university faculty members' visiting experience and professional growth in American universities. The major data source was qualitative semistructured interviews with 30 Chinese faculty members in the arts, engineering, natural sciences, and social sciences disciplines. The results showed that, despite challenges in preparation, language, and different academic cultures, Chinese visiting scholars were capable of navigating their host programs and achieving professional growth as they moved from peripheral to central participation in their academic community. We also critically discussed how Chinese visiting scholars' academic experience in the United States can be improved, and cast light on the globalization of higher education.

scholarly journals Web-based Orientation for New Faculty Members

2002 ◽  
Vol 77 (5) ◽  
pp. 460 ◽  
Author(s):  
ANNE WALLING ◽  
KAREN C. CHINN
Keyword(s):  
Faculty Members ◽  
New Faculty ◽  
Web Based

Acculturation of New Faculty Members

2015 ◽  
pp. 55-87
Author(s):  
Gili Marbach-Ad ◽  
Laura C. Egan ◽  
Katerina V. Thompson
Keyword(s):  
Faculty Members ◽  
New Faculty

scholarly journals The Attitude of the Academic Community towards Distance Learning: A Lesson from a National Lockdown

2021 ◽  
Vol 19 (4) ◽  
pp. pp262-281
Author(s):  
Marta Migocka-Patrzałek ◽  
Magda Dubińska-Magiera ◽  
Dawid Krysiński ◽  
Stefan Nowicki
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Quantitative Analysis ◽  
Large Scale ◽  
Online Courses ◽  
Academic Community ◽  
Teachers And Students ◽  
Willingness To Use ◽  
Academic Year

The number of online courses conducted at universities has been growing steadily worldwide. The demand for this form of education has jumped sharply in the 2019/2020 academic year as a consequence of the COVID-19 pandemic and the national lockdown. The following study uses the case of University of Wrocław and examines how this unprecedented situation would affect the attitude of members of the academic community toward distance learning. The examination, based on quantitative analysis of separated questionnaires distributed among teachers and students, reveals that the previous experience in distance learning strongly correlates with willingness to use it in the future, i.e. after fighting the coronavirus crisis. Thus, the research suggests that the implementation of distance learning may involve the need to put more emphasis on systematic and long-term actions. The results achieved in the study may contribute to improving the ways of implementing distance learning on a large scale in institutions dealing with higher education.  

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

scholarly journals Challenges Facing New Educators: Expanding Teaching Strategies for Clinical Reasoning and Evidence-Based Medicine

2018 ◽  
Vol 13 (4) ◽  
pp. 359-366 ◽  
Author(s):  
Jessica L. Barrett ◽  
Craig R. Denegar ◽  
Stephanie M. Mazerolle
Keyword(s):  
Adult Learning ◽  
Learning Theory ◽  
Clinical Reasoning ◽  
Evidence Based Medicine ◽  
Research Evidence ◽  
Faculty Members ◽  
Evidence Based ◽  
New Faculty ◽  
Constructivist Learning Theory ◽  
Based Medicine

Context: It is the educator's responsibility to prepare the students to be clinicians who think and reason critically while integrating research evidence into practice. Those new to the role of faculty member, who lack clinical and teaching experience, face challenges in the classroom application of those concepts. Objective: To discuss the challenges facing new faculty members and present strategies for addressing them. Specific faculty challenges addressed include learning their roles as educators and teaching multifaceted concepts, such as clinical reasoning and evidence-based medicine. Background: Experience provides a framework for a professional to balance multiple demands, whether as a new instructor teaching or a clinician synthesizing information to determine a course of action. Many new educators do not have extensive experience either clinically or in the classroom. This can cause anxiety as educators are confounded by their roles and responsibilities. Students likewise lack experience and may not possess the ability to systematically analyze patient encounters or research evidence. Constructivist learning theory paired with adult learning principles can address the learning needs of faculty members and students alike. Recommendation(s): Programs must provide assistance for new faculty and implement strategies for students to learn reasoning skills. Use of constructivist learning theory and application of the adult learning model are ways to address these deficiencies. Integrating concepts of active learning and self-direction while aligning expectations and creating overlap between classroom and clinical domains can assist in addressing the challenges faced by new faculty and students. Conclusion(s): The systematic process of evidence-based decision making is grounded in utilizing evidence. Strategies must be identified and implemented throughout curricula to target and enhance students' abilities to organize and synthesize information. Educators must use new methods in their own learning and teaching to enhance their students' abilities. New faculty members in particular require assistance in negotiating their roles.

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