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• W2734900029 abstract "New orientations (NFOs) serve as platforms to assimilate to the university's culture, introducing to key figures at the university, important resources for and students, and expectations about teaching, research, and service. These orientations are often the primary mechanism to welcome to the institution, as well as to set the tone for contributions, performance, and engagement. In other words, the goal of NFOs should be to secure participants' organizational identification, and provide a blueprint for success in navigating that organization. As such, NFO programs offer an opportunity to communicate values, practices, and expectations (see Jablin, 2001). How can we ensure that a NFO helps to promote retention by creating quick starter faculty (Boice, 1991) who are efficient at learning and integrating what they need to know to fulfill the responsibilities associated with an academic appointment?In this paper, we share recommendations based on a learner-centered NFO model that seeks to promote organizational culture and support retention. Learner-centered teaching involves shifting the focus from instructor-dictated pedagogy to student-driven learning experiences (Blumberg, 2008; Cullen, Harris, & Hill, 2012), and results in learners who are more open to learn because they are empowered to take responsibility for their learning in an environment that allows for creativity (Weimer, 2002).Often, traditional NFOs fail to model a learner-centered philosophy, even though learner-centered NFOs have been empirically shown to result in greater collaboration (Cullen & Harris, 2008). More evidence suggests that when experience a fostering environment at NFO, they transition more seamlessly and are more likely to immerse into the university's culture (Morin & Ashton, 2004), which, in turn, will promote retention. NFOs are prime opportunities to engage faculty, facilitate knowledge acquisition, and provide a pathway for to become more personally involved with the institution (Ellis & Ortquist-Abrens, 2010). As such, NFOs should create positive learning climates in which participants are given opportunities to go beyond obtaining information about the institution and experience embedded and meaningful connections with others.There is extensive research on effective organizational socialization tactics for achieving a good fit between newcomers and organizations. However, very little focuses on the university setting. Nonetheless, pressure mounts on developers to substantiate the effectiveness of development programming (e.g., Boice, 2000; Fink, 1992; Gillespie & Robertson, 2010). Those that have empirically investigated how new assimilate into academia reveal disheartening outcomes. For instance, Rice, Sorcinelli, and Austin (2000) interviewed early-career to understand the concerns they faced while assimilating into this unique organizational culture. Three consistent concerns emerged: 1) not understanding the tenure process, 2) yearning for a community, and 3) seeking a balanced life. Similarly, in 2007, Harvard's Graduate School of Education orchestrated a large-scale research study called Collaborative on Academic Careers in Higher Education (COACHE) to empirically investigate tenuretrack job satisfaction. Similar concerns emerged among faculty, including lower satisfaction regarding time spent with colleagues and achieving balance between their professional and personal time. In fact, work-home balance was consistently one of the lowest rated survey items (Trower, 2010). These concerns have been written about since the 1980s (Sorcinelli, 1994), yet they continue to prevail. In this paper, we respond to this concern by describing how to cultivate a learner-centered NFO, which attempts to address the nature of these new concerns. While there are helpful resources that outline the varied types of new programming others have implemented (e. …" @default.
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• W2734900029 date "2016-01-01" @default.
• W2734900029 modified "2023-09-23" @default.
• W2734900029 title "Why Learner-Centered New Faculty Orientations Matter: Organizational Culture and Faculty Retention." @default.
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