Investing in Our Next Generation: Overview of Short Courses, and Teaching and Mentoring Programs for Newly-Hired Faculty in Canadian Universities (Part 2).
Notice bibliographique
Résumé
Newly-hired faculty and their needs have been studied in various arenas in higher education. However, there is limited research documenting current newly-hired faculty programming in Canadian institutions of higher education. The present study is the second in a series that attempts to capture the various types of professional development programs for newly-hired faculty at Canadian universities. An overview of 53 Canadian institutions' newly-hired faculty programming specifically short courses, teaching and mentoring programs are explored. These findings provide guidance for institutions looking to develop new short courses, teaching and mentoring programs for newly-hired faculty, for current programs wishing to know what other institutions are doing for their newly-hired faculty, and for those who are blazing the trail to be encouraged in the trends they have established in supporting newly-hired faculty. The ultimate goal is to provide a national perspective of what is currently being offered to support our newly-hired faculty. As a second part in a series, this article focuses on the current overview of short courses, teaching and mentoring programs. The literature is rich with practical advice or best prac- tices on how to foster the career development of newly- hired faculty (Cohen et al, 2003; Gaugier, 2004; Mackinnon, 2002; Maramaldi et al, 2004; Morin & Ashton, 2004; Solem & Foote, 2006; Sorcinelli, 2000). Equally important is the research on newly-hired faculty and their current state of needs (Schonwetter «Sc Nazarko, 2005) as well as success predictors such as providing a supportive environment (Rice et al, 2000), supportive teaching developmental cul- ture (Boice, 1992; Woods, 1999), and mentoring (Maramaldi et al., 2004; Savage et al, 2004) . Many of these success fac- tors are being introduced through institutional program- ming and services, such as short courses, teaching and mentoring programs offered directly to newly-hired fac- ulty. However, there is limited research documenting these programs being offered across Canadian institutions that support our newly-hired faculty. The present study at- tempts to capture these types of professional development programs for newly-hired faculty. These findings provide guidance for educational specialists looking to develop new programs for newly-hired faculty and an affirmation for those who are currently running programs that are consistent with the findings of this study, and an encour- agement for those who are brave enough to move faculty development for newly-hired faculty to new heights. The ultimate goal is to provide a national perspective of what is currently being offered to support newly-hired faculty in order to enhance their retention at Canadian institutions of higher education. As a second part in a series, this study focuses on short courses, teaching and mentoring programs. Literature on Newly-hired Faculty Programs Faculty development programming abound in assisting newly-hired faculty with the goals of improving teaching and professional service skills, the creation of professional development plans, and active involvement in the campus community. This includes orientation programs (Howard & Hintz, 2002; Morin & Ashton, 2004), faculty development programs (Davis et al., 2003; Mackinnon, 2002; Morzinski, 2000), mentoring programs (Croake, 1996; Gustafson & Thomsen, 1996; Horton & Hintz, 2002; Lemel & Sullivan-Catlin, 2000; Lyons, 1996; Purnell, 2002; Selby & Calhoun, 1998), teaching development, research development, (Pierce, 1998a; Sorcinelli, 2000), and learning communities (Richlin & Essington, 2004). Each of these is viewed as important for newly-hired faculty. What Colleges and Universities Want in Newly-hired faculty Critical to the success of newly-hired faculty is the ability to meet the expectations imposed on them by the hiring institutions. In most cases this includes teaching experience (Schonwetter et al. …
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,009 | 0,015 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,002 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».