Investing in Our Next Generation: Overview of Short Courses, and Teaching and Mentoring Programs for Newly-Hired Faculty in Canadian Universities (Part 2).
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
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 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. …
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.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 it