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- W280600908 abstract "They hit the ground running. The problem is, they don't always know where they are running or why. They'll have their syllabi, but will they know where get it copied? They'll have their classroom assignments, but will they know which building? Not only will they have learn the names of hundreds of new students, but they may not know who shares the offices next door. Not wanting appear stupid, they hesitate ask what they fear are obvious questions. Who issues office supplies? What happens when there are more students than chairs? When does drop/add begin? Where are the class rosters? So they observe the faculty who seem know what they're doing. If these new arrivals are lucky, they'll find the copier and their classroom. It's not just a new semester; it's a new job, a new school, a new life. Add this one additional pressure. Back in graduate school they were told to publish or perish, but nobody told them how find the time for research and writing while simultaneously preparing for four classes, planning new courses, joining committees, advising students, and trying figure out exactly what service means. They are your new faculty, and they need help. The key their success is communication: establishing a network for information, assistance, and encouragement. Arriving as new faculty two years ago at a state university, we experienced the disorientation of the move from graduate school students college professors. We arrived with varied backgrounds; one had been a full-time college professor for over a decade before returning graduate school for a Ph.D., the other had been on temporary contracts at numerous universities and had been instrumental in organizing an orientation program for part-time faculty. We discovered that the new faculty support system at our university greatly facilitated our transition. Environments were created as part of the orientation program that reduced communication apprehension, opened up channels for questioning and dialogue between the different divisions of the university organization, and built interpersonal bonds that strengthened our sense of campus identity. Miller and Nadler (1994) surveyed faculty members from 14 community colleges and noted that there was a need for orientation programs because faculty hired in the seventies are retiring, thus creating openings for new faculty. These programs have traditionally focused on providing information about benefits and social receptions welcome the new faculty. However, sometimes these programs focus on the narrow interests of the organiz-" @default.
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- W280600908 title "New Faculty: Starting Them Off in the Right Direction." @default.
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