Table of Contents
ISRN Education
Volume 2012 (2012), Article ID 726270, 9 pages
http://dx.doi.org/10.5402/2012/726270
Research Article

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

1Forsyth School of Dental Hygiene, Massachusetts College of Pharmacy and Health Sciences, Boston, MA 02115, USA
2Department of Education, Simmons College, Boston, MA 02115, USA
3School of Nursing and Health Sciences, Simmons College, Boston, MA 02115, USA
4Provost Office, Massachusetts College of Pharmacy and Health Sciences, Boston, MA 02115, USA

Received 14 June 2012; Accepted 3 July 2012

Academic Editors: R. Mamlok-Naaman and G. Sideridis

Copyright © 2012 Aditi Puri et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

New faculty at small teaching institutions experience varied challenges related to navigation of three academic pillars: teaching, scholarship, and service. New faculty are often not prepared by doctoral or terminal degree granting institutions for faculty roles. This increases the responsibility of the hiring institution to introduce new faculty to the academic culture and provide development opportunities aimed at promoting academic success. For the purpose of this study seventeen faculty members, employed between one and three years at four northeastern USA colleges, were recruited for interviews. The Motivation-Hygiene Theory was applied to study the impact of challenges, barriers, and facilitators on faculty satisfaction with faculty development initiatives. The qualitative results emphasize a need for institutions to enhance the new faculty development initiatives: comprehensive new faculty orientations, ongoing teaching and learning workshops, mentoring programs, and other methods to facilitate the transition of faculty to the new academic position.