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

Puri, Aditi; Graves, Daren; Lowenstein, Arlene J.; Hsu, Lily S

doi:10.5402/2012/726270

Cited by 10 publications

(9 citation statements)

References 17 publications

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“…The vast majority of newly hired faculty (whether international or domestic/native) in the United States are often not prepared by doctoral or terminal degree‐granting institutions for faculty roles, including teaching (Puri, Graves, Lowenstein, & Hsu, ). Participating in educational development programs is critical and valuable in reducing the time required for faculty to develop as fully functioning members of the academic team (Fink, ).…”

Section: Resultsmentioning

confidence: 99%

Foreign and U.S-Educated Faculty Members' Views on What Constitutes Excellent Teaching: Effects of Gender and Discipline

Ismail

Groccia

2017

To Improve the Academy

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This study identifies views of foreign‐educated faculty who teach in American universities on what constitutes excellence in teaching based on different demographics using the online version of the Teacher Behavior Checklist. Faculty from 14 institutions within the Southern Regional Educational Board (SREB) were asked to rank the top 10 of 28 teacher qualities of excellent teaching. The final faculty sample consisted of 448 participants, of which 309 were U.S.‐educated, and 139 were foreign‐educated. The majority of the foreign‐educated faculty were from Asia and Europe. Results showed that both U.S.‐ and foreign‐educated faculty agreed on eight qualities as the most important for excellent teaching, although in different order. “Knowledgeable” and “enthusiastic” were generally ranked the number 1 and 2 top qualities. Foreign‐educated faculty tended to rank “confident,” “effective communicator,” and “encourages and cares” significantly higher than U.S.‐educated faculty. There was a statistically significant difference between U.S.‐ and foreign‐educated faculty in ranking the top qualities between and within demographic characteristics (i.e., gender and discipline). This study provides a significant contribution to the literature on perceived qualities of excellent teaching between foreign‐ and U.S.‐educated faculty as well as important information for higher education administrators responsible for educational development.

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Section: Resultsmentioning

confidence: 99%

Foreign and U.S-Educated Faculty Members' Views on What Constitutes Excellent Teaching: Effects of Gender and Discipline

Ismail

Groccia

2017

To Improve the Academy

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“…A medical teacher is considered a helper and a guide who fits into many different and simultaneous roles, such as being an instructor, a task master, facilitator, trainer, etc. Achievement of such ends may rest with individual teachers openly and actively engaging in teaching with reflection on their performance [15]. Reflection is considered a key concept of transformative learning theory, which is based on constructivist assumptions.…”

Section: Discussionmentioning

confidence: 99%

Factors to be considered in designing a faculty development program for medical education: local experience from the Western region of Saudi Arabia

Algahtani

Shirah

Alshawwa

et al. 2020

Yeungnam Univ J Med

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Background: Among the different aims of medical education, the provision of society with skilled, professional, and knowledgeable healthcare workers who maintain and develop their expertise over a lifetime career is important. The achievement of this goal is linked with the professional development of both faculty members and healthcare workers. This study aims to measure the perception of faculty members regarding their views about the goals of faculty development programs, practices and activities, and factors that determine their achievement. Methods: A cross-sectional survey was conducted in multiple universities in the Western region of Saudi Arabia. The participants were given a pre-designed self-administered questionnaire generated from literature. The survey questionnaire consisted of three sections that were designed to assess the faculty members' perception on the faculty development program. Results: A total of 210 faculty members participated in the study. The most important perceived goal was to motivate teachers to become better teachers. The most important perceived practice was establishing a positive climate for teaching and learning. The most important perceived factor was skilled and dedicated staff support. Conclusion: The results of this study demonstrate that faculty members have positive perceptions regarding all aspects of faculty development programs. This study will raise awareness regarding the importance of faculty development programs in sustaining educational vitality. We recommend the implementation and maintenance of comprehensive faculty development programs in Saudi universities.

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“…Faculty development initiatives offer staff members the opportunity to gradually obtain the necessary educational competencies in teaching, scholarship and service, which they need to function efficiently and effectively in their roles and responsibilities as educators. [2,3] Over the years, numerous studies using both quantitative and qualitative methodologies have characterised and described the orientation, support and development of new staff members in academia. A few key authors in the field, primarily in the USA, include Boice, [4] Boyd, [5] Carney et al, [6] Chauvin et al [7] and Rice et al [8] The focus of research on new staff development varies, from preparing (including orientating) them to get off to a good start [4,7,8] and supporting them, with a specific focus on addressing their experience of stress caused by the demands of rapid adaptation to their new roles and/or experiences related to conflicting professional responsibilities, [8,9] to how to be socialised in academia.…”

Section: Researchmentioning

confidence: 99%

“…A few key authors in the field, primarily in the USA, include Boice, [4] Boyd, [5] Carney et al, [6] Chauvin et al [7] and Rice et al [8] The focus of research on new staff development varies, from preparing (including orientating) them to get off to a good start [4,7,8] and supporting them, with a specific focus on addressing their experience of stress caused by the demands of rapid adaptation to their new roles and/or experiences related to conflicting professional responsibilities, [8,9] to how to be socialised in academia. [2] Many orientation initiatives include a focus on mentor-mentee relationships to support and develop newly appointed academics. [10] Research on continued improvement of orientation initiatives is also available, as are studies considering new staff members' reflections on, perceptions of and attitudes towards orientation activities, [2] and how to improve faculty development services offered to newly appointed academics.…”

Section: Researchmentioning

confidence: 99%

Practise what you teach: Lessons learnt by newly appointed lecturers in medical education

Wyk

Nel

Zyl

2019

AJHPE

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Background. This article reports on research conducted on the orientation, support and continued development of lecturers in medical education, which took place at a South African (SA) university. Objectives. To provide insights that are relevant for faculty developers and senior leadership, and evidence for reconsidering approaches to faculty development initiatives for newly appointed lecturers. Methods. New lecturers' experiences of a well-established orientation course were explored qualitatively using focus group interviews. Participants' responses were transcribed and analysed thematically. Results. On entering the programme, participants generally reported having no or little prior teaching experience. Participants' experiences revealed that an orientation structure is context sensitive and a centralised approach strengthened collegial relationships, but that decentralisation could be considered in medical education orientation. We found that education instruction that allows for active engagement between instructors and peers elicited positive responses. Furthermore, our approach to orientation cultivated a sense of accountability in new staff members to continue their participation in faculty development. Conclusions. The findings suggest that successful and up-to-date orientation initiatives are indispensable. However, more research should be done in our context and we recommend collaborating with other SA universities in future research endeavours.

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

Cited by 10 publications

References 17 publications

Foreign and U.S-Educated Faculty Members' Views on What Constitutes Excellent Teaching: Effects of Gender and Discipline

Foreign and U.S-Educated Faculty Members' Views on What Constitutes Excellent Teaching: Effects of Gender and Discipline

Factors to be considered in designing a faculty development program for medical education: local experience from the Western region of Saudi Arabia

Practise what you teach: Lessons learnt by newly appointed lecturers in medical education

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