Investing in Our Next Generation: Overview of Orientation and Workshop Programs for Newly Hired Faculty in Canadian Universities (Part 1).
Bibliographic record
Abstract
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 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 is explored. These findings provide guidance for institutions looking to develop new 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 Canadian perspective of what is currently being offered to support our newly hired faculty. As a first part in a two part series, this article focuses on the current overview of orientation programs, professional development workshop, and discussion group programs. The literature is rich with practical advice or best practices on how to foster the career development of newly hired faculty across the disciplines (Schonwetter & Nazarko, 2005) as well as within specific disciplines such as engineering (Davidson & Ambrose, 1 994), geography (Solem & Foote, 2006), medicine (Gaugler, 2004), nursing (Morin & Ashton, 2004), pharmacy (Raehl, 2002), psychology (Cohen et al, 2003) and social work (Maramaldi et al, 2004), and for minorities (Guanipa et al, 2003). Equally important is the research on newly hired faculty and their current state of needs (Schonwetter & Nazarko, 2005) as well as success predictors. The latter include senior colleagues and department heads in providing a supportive environment (Rice et al, 2000), supportive teaching developmental culture (Woods, 1999), mentoring (Maramaldi et al., 2004), and perceptions of control (Perry et al , 1 997). Many of these success factors are being introduced through institutional programming and services offered directly to newly hired faculty. However, there is limited research documenting the type of programs being offered across Canadian institutions that support our newly hired faculty. The present study attempts to capture the various types of professional development programs for newly hired faculty at Canadian universities. 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 encouragement 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. Literature on Newly Hired Faculty Programs and Services Faculty development programming and service abound in assisting newly hired faculty with the goals of improving teaching and professional service skills, the creation of a professional development plans, and active involvement in the campus community. For the most part, literature is very descriptive in the type of program goals and services for newly hired faculty, focusing on include newly hired faculty orientation programs (Morin & Ashton, 2004) as well as various faculty development programs geared specifically for newly hired faculty (Mackinnon, 2002), such as mentoring programs (Purnell, 2002), teaching development, research development, (Pierce, 2003), and learning communities (Richlin & Essington, 2004). Each of these is viewed as important for newly hired faculty. However, the extent to which current Canadian institutes of higher education are including these programs and service offerings for newly hired faculty is unknown. …
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.005 | 0.008 |
| Science and technology studies | 0.005 | 0.001 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.003 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".