Addressing Faculty Development Across the Faculty …Addressing Faculty Development Across the Faculty Life Course: New Faculty Orientation at the University of Minnesota, Twin Cities,

Addressing Faculty Development Across the Faculty Life Course:

New Faculty Orientation at the University of Minnesota, Twin

Cities, U.S.A.

Paper presented at the Institutional Management in Higher Education &

Universitas 21 Conference

September 3 & 4, 2007 – Paris, France

• Faculty Development Literature• University of Minnesota Context• Central Factors• New Faculty Orientation Goals• Consultation• 2006 New Faculty Orientation

Participation

Overview of Presentation

• Key Features• Assessment• Future - 2007 New Faculty Orientation

Overview of Presentation

• Criticism of U.S. Higher EducationShift from public to private good (Altbach, 1997)

Lack of accountability (Finkelstein, in Altbach, 2001)

• Increasing workload (Finkelstein, in Altbach, 2001)

• Tension between collegiality and competition (Blackburn & Lawrence, 1995)

Literature Review

• Increasing demands and stress on new faculty (Gappa et al., 2007)

• Importance of making strategic investments in faculty (Chaffee, 1998; Gappa et al., 2007; Sorcinelli, et al., 2006)

• Importance of investments in faculty development (Blackburn & Lawrence, 1995; Gappa et al., 2007)

Literature Review

University of Minnesota Context

Comprehensive, public, research university

University of Minnesota Context

Large campus in an urban setting

University of Minnesota Context

University of Minnesota Context

Second in size of student population (2006)

University of Minnesota Context

100-150 new faculty each year; total faculty on Twin Cities campus:2,600

• Minimal orientation for new faculty prior to 2006

• Faculty Culture Task Force report noted need for more connection to the University for faculty

University of Minnesota Context

• Introduction to key information critical to early success

• Help in laying the groundwork for faculty socialization to University culture

• Importance of building faculty networks across and within disciplines

Three Central Factors for New Faculty Success

• Providing community building and informal opportunities for interaction

• Introducing key University policies and practices

• Providing practical resources for teaching, research, and service

New Faculty Orientation Goals

• Communicating the importance of mentoring

• Providing faculty contacts for new faculty

• Demonstrating importance of high quality teaching and learning

• Welcoming new faculty to University’s community of scholars and its research programs

New Faculty Orientation Goals

• Twenty-five member advisory group

Faculty

Administrators

Staff

• Small working group

Consultation

• 135 faculty invited to New FacultyOrientation

• 96 new faculty attended at leastone day of orientation

• 72 faculty attended all three daysof orientation

2006 New Faculty Orientation Participation

• All new faculty introduced themselves on the first day of orientation.

• Multiple opportunities for interaction with each other, with presenters, and with other faculty

• Binder of key University information• Combination of large- and small-group

sessions

Key Features

• Practical sessions on research, and teaching and learning

• Interaction with key University administrators – President, Provost, Senior Vice Presidents, ViceProvosts and Vice Presidents

• On each of three campus locations –one each day

Key Features

• Year-long program of luncheons• E-mail address for any questions

–[email protected]–One point of contact for questions

and concerns• End-of-year Reunion Reception

Key Features

• New Faculty Orientation - Daily and overall evaluationsOverall, very positiveAppreciated exposure to three-campus footprintTop sessions – promotion and tenure; libraries; teaching and learning, ice breakerFeedback – more interactive sessions (fewer “talking heads”)

• COACHEReaffirmed need for New Faculty Orientation – Lower levels of satisfaction relative to “Climate, Culture and Collegiality”Need for mentoring

Assessment

• New Faculty StudyTwo cohorts of new faculty – 2005 and 2006Comparison between “non-treatment” and “treatment” groupsNeeds relative to skills, resources, support, mentoring, etc.Long-term impact of New Faculty orientation

Assessment

• Sessions more interactive and hands on

• Increased choice of smaller break-out sessions versus large-group sessions

• Campus tour• Web site• Brochure

2007 New Faculty Orientation

2007 New Faculty Orientation Brochure

• Continuation of New Faculty Study• Ongoing assessment• Continuation of academic year

programming• Expansion of web site• Mid-career focus

Future

Arlene Earley Carney, Vice Provost for Faculty & Academic Affairs –[email protected]

Karen Zentner Bacig, Assistant to the Vice Provost – [email protected]

Robin Matross Helms, Coordinator for Faculty Awards – [email protected]

Contacts