Making Relevance a Making Relevance a Priority: Assessing the Priority: Assessing the Needs of New FacultyNeeds of New Faculty

Catherine Schryer & Donna Catherine Schryer & Donna EllisEllis

Centre for Teaching Excellence,Centre for Teaching Excellence,University of Waterloo,University of Waterloo,

Waterloo, Ontario, CanadaWaterloo, Ontario, Canada

3232ndnd Annual POD Conference – October 24- Annual POD Conference – October 24-28, 2007 – Pittsburgh, Pennsylvania28, 2007 – Pittsburgh, Pennsylvania

Session PlanSession Plan

In this session, you will:In this session, you will: Learn about the challenges and needs Learn about the challenges and needs

expressed by new faculty members expressed by new faculty members and department chairs at the and department chairs at the University of WaterlooUniversity of Waterloo

Engage in discussions to share ideas Engage in discussions to share ideas about new faculty programming and about new faculty programming and resources and about our research resources and about our research tools tools

Our Local ContextOur Local Context

University of Waterloo, Ontario, CanadaUniversity of Waterloo, Ontario, Canada 24,000 undergraduate students, 3,000 24,000 undergraduate students, 3,000

graduate students, 1,000 faculty membersgraduate students, 1,000 faculty members Comprehensive universityComprehensive university Typical tenure-track load is 40/40/20Typical tenure-track load is 40/40/20 BUT BUT

we are a research-intensive institution we are a research-intensive institution ($127 million in sponsored research ($127 million in sponsored research awards in 2006/2007) awards in 2006/2007) (http://www.adm.uwaterloo.ca/infoiap/docs/pi/PIReport_Final_2007_withCov(http://www.adm.uwaterloo.ca/infoiap/docs/pi/PIReport_Final_2007_withCoverPage.pdf)erPage.pdf)

New Faculty Support Pre-New Faculty Support Pre-StudyStudy

Started NF-specific programming in 2002 Started NF-specific programming in 2002 New hires = 60-100 each yearNew hires = 60-100 each year Components:Components:

– September full-day event – orientation, lunch September full-day event – orientation, lunch with Deans and Chairs, panel on success, BBQ with Deans and Chairs, panel on success, BBQ with spouses at President’s farmwith spouses at President’s farm

– Lunch & Learn events – on research funding Lunch & Learn events – on research funding sources, teaching & tenure, and course sources, teaching & tenure, and course evaluationsevaluations

– Website & Binder – resources to help with Website & Binder – resources to help with teaching, research, service, and broader teaching, research, service, and broader communitycommunity

– Individual services – course design, course Individual services – course design, course evaluation analysis, classroom management, evaluation analysis, classroom management, teaching observations, etc.teaching observations, etc.

New Faculty Support Pre-New Faculty Support Pre-StudyStudy

Changes made before study:Changes made before study: New position – WatPort recruitment New position – WatPort recruitment

and retention coordinator in and retention coordinator in Associate Provost’s officeAssociate Provost’s office

BBQ – moved to night before all-day BBQ – moved to night before all-day eventevent

Small welcome lunches in January Small welcome lunches in January and Mayand May

New Faculty Study: Methods & New Faculty Study: Methods & ParticipantsParticipants

Received Office of Research Ethics Received Office of Research Ethics clearance :clearance :– Run 8 focus groups (total n=32) with Run 8 focus groups (total n=32) with

new faculty hired over past 5 years new faculty hired over past 5 years (duration: 2 hours each)(duration: 2 hours each)

– Interview 11 department chairs – Interview 11 department chairs – selected based on: number of NF hired selected based on: number of NF hired in recent years, length of time in in recent years, length of time in position, and representation across 6 position, and representation across 6 Faculties (duration: 1 hour each)Faculties (duration: 1 hour each)

New Faculty Study: New Faculty Study: Focus Group QuestionsFocus Group Questions

What do you think are the characteristics of What do you think are the characteristics of good teaching?good teaching?

What challenges did you face as a new What challenges did you face as a new teacher?teacher?

What have you done to develop yourself as What have you done to develop yourself as a teacher since coming to UW?a teacher since coming to UW?– Who helped you and how? What resources did you access?Who helped you and how? What resources did you access?

What could UW do better in supporting you What could UW do better in supporting you as a teacher?as a teacher?

What could the units supporting teaching What could the units supporting teaching development do better to help you?development do better to help you?

What is the best advice you could give to What is the best advice you could give to NF?NF?

New Faculty Study:New Faculty Study:Chair Interview QuestionsChair Interview Questions

What do you think are the What do you think are the characteristics of good teaching?characteristics of good teaching?

What challenges do NF face in terms What challenges do NF face in terms of teaching?of teaching?

What could we (UW generally) do What could we (UW generally) do better in terms of teaching support better in terms of teaching support for NF?for NF?

What could the teaching centre do What could the teaching centre do better?better?

What advice do you give to NF?What advice do you give to NF?

New Faculty Study:New Faculty Study:Activity for YouActivity for You

Before revealing the results for most Before revealing the results for most theme areas, we will ask you to theme areas, we will ask you to predict the key responses from NF predict the key responses from NF andand Chairs Chairs

Each side of the room will have a role Each side of the room will have a role to play (NF or Chair) – quick to play (NF or Chair) – quick brainstorm before the resultsbrainstorm before the results

What are the Characteristics What are the Characteristics

of Effective Teaching?of Effective Teaching? Personal character traits – inborn Personal character traits – inborn

characteristics, e.g., enthusiasmcharacteristics, e.g., enthusiasm Course characteristics – teachable Course characteristics – teachable

skills e.g., syllabus organizationskills e.g., syllabus organization Learning – students actually learnedLearning – students actually learned

Characteristics:Characteristics:Personality TraitsPersonality Traits

Chair – enthusiasm, organizationChair – enthusiasm, organization ““If you have people that are enthusiastic If you have people that are enthusiastic

teachers they may make mistakes, but if they teachers they may make mistakes, but if they work hard, they will overcome those” (C9)work hard, they will overcome those” (C9)

““the notion that it is cute or eccentric (to be the notion that it is cute or eccentric (to be disorganized) is not acceptable” (C9)disorganized) is not acceptable” (C9)

New Faculty New Faculty – ““enthusiasm” (FG 1a,2b,3b,4b)enthusiasm” (FG 1a,2b,3b,4b)– ““approachable” (FG1a,4b)approachable” (FG1a,4b)

– ““fair but flexiblefair but flexible” ” (FG1b,4b)(FG1b,4b)

Characteristics: Course Characteristics: Course RelatedRelated

Chair – planning, organizationChair – planning, organization– ““So when I am talking about being prepared, I am talking So when I am talking about being prepared, I am talking

about both big picture prepared and having the mechanics about both big picture prepared and having the mechanics of day-to-day down” (C10)of day-to-day down” (C10)

New Faculty – planning, organization, clear New Faculty – planning, organization, clear expectations, meaningful assignments, gaining expectations, meaningful assignments, gaining students’ trust, ensuring they know why they are students’ trust, ensuring they know why they are learninglearning

Learning. Effective teaching means that students Learning. Effective teaching means that students learnlearn

Characteristics: They Characteristics: They learned!learned!

Chairs 6/11Chairs 6/11– ““good teaching inspires students to good teaching inspires students to

apply themselves to the material, so apply themselves to the material, so that there is not an element of duress in that there is not an element of duress in self-motivated learning.” (C6)self-motivated learning.” (C6)

New Faculty – understand where New Faculty – understand where students are at, facilitate questions, students are at, facilitate questions, convince students that they are convince students that they are intelligent and can contribute to fieldintelligent and can contribute to field

What are the Challenges?What are the Challenges?

Lack of teaching experienceLack of teaching experience Lack of local knowledgeLack of local knowledge Students – cause problemsStudents – cause problems Research-teaching balance (or lack Research-teaching balance (or lack

thereof)thereof) InfrastructureInfrastructure

Challenge: Lack of Challenge: Lack of Experience or Local Experience or Local

KnowledgeKnowledge Lack of experience – Chairs’ concern 6/11Lack of experience – Chairs’ concern 6/11

– ““Rarely do we have people with real teaching Rarely do we have people with real teaching experience” (C4)experience” (C4)

Hardly mentioned by New FacultyHardly mentioned by New Faculty Need for local knowledge – huge concern Need for local knowledge – huge concern

for NF – level of students, dealing with for NF – level of students, dealing with student problems, knowing who to go to student problems, knowing who to go to for help without being a “pest”, knowing for help without being a “pest”, knowing how course fits in curriculum, figuring out how course fits in curriculum, figuring out technologiestechnologies

Challenge: Students Challenge: Students

Chairs’ preoccupation: ill-prepared, Chairs’ preoccupation: ill-prepared, demanding studentsdemanding students– ““they have to deal with what is they have to deal with what is

popularly referred to as the ‘Millennial popularly referred to as the ‘Millennial Generation’ which some of us prefer to Generation’ which some of us prefer to describe as the ‘I’m Entitled describe as the ‘I’m Entitled Generation.’” (C6)Generation.’” (C6)

New faculty – almost no concernNew faculty – almost no concern

Challenge: Challenge: Research-Teaching BalanceResearch-Teaching Balance

ChairsChairs– ““biggest challenge is the competition biggest challenge is the competition

between research and teaching” (C11)between research and teaching” (C11)– “ “ institution does not value teaching…institution does not value teaching…

teaching is secondary” (C3)teaching is secondary” (C3) New FacultyNew Faculty

– UW does not value good teaching, UW does not value good teaching, although there’s lots of talk – not much although there’s lots of talk – not much incentive to be a incentive to be a great great teacher – but teacher – but there is to be there is to be goodgood

Challenge: Infrastructure Challenge: Infrastructure

Chairs are aware about class size, Chairs are aware about class size, poor rooms, insufficient technologypoor rooms, insufficient technology– ““lousy classrooms” (C1) “overheated” lousy classrooms” (C1) “overheated”

“poor sight lines” (C6)“poor sight lines” (C6) New Faculty – all of the above plus –New Faculty – all of the above plus –

poorly trained TA’s, poor support re: poorly trained TA’s, poor support re: academic integrity (plagiarism), little academic integrity (plagiarism), little access to past course resources access to past course resources

What have New Faculty What have New Faculty done?done?

Collected and used formative and Collected and used formative and summative feedback on teachingsummative feedback on teaching

Used teaching centre resources Used teaching centre resources (workshops, observations, CUT)(workshops, observations, CUT)

Sought help from colleagues (attended Sought help from colleagues (attended others’ lectures, had mentor) BUT didn’t others’ lectures, had mentor) BUT didn’t want others to know OR colleagues want others to know OR colleagues didn’t always know how to fix problemsdidn’t always know how to fix problems

Gave themselves some timeGave themselves some time

What Support Should UW What Support Should UW Offer?Offer?

Clearly establish UW’s priorities Clearly establish UW’s priorities regarding teachingregarding teaching

Provide teaching supportProvide teaching support Improve university infrastructureImprove university infrastructure Provide local knowledge – mostly Provide local knowledge – mostly

Chairs mention this hereChairs mention this here

“…“…how is the university going to overcome this how is the university going to overcome this conflict between teaching and research?” (C11)conflict between teaching and research?” (C11)

Support from UW: Support from UW: Priorities Regarding Priorities Regarding

TeachingTeaching Chairs are aware of the conflict between Chairs are aware of the conflict between

teaching and research at the university teaching and research at the university level, many use a ramp-up model for level, many use a ramp-up model for teaching loads, and some recommend teaching loads, and some recommend peer review of teaching and better peer review of teaching and better rewards for excellent teachingrewards for excellent teaching

New Faculty were most focused on the New Faculty were most focused on the teaching loads: “Communicate to teaching loads: “Communicate to students what faculty have to do” (FG3b)students what faculty have to do” (FG3b)

Support from UW: Support from UW: Teaching Support Teaching Support

ChairsChairs– ““We have to support them on the teaching We have to support them on the teaching

side” (C1) – need departmental resources and side” (C1) – need departmental resources and programming yet unsure they can provide thisprogramming yet unsure they can provide this

– Teaching centre assistance (i.e., course Teaching centre assistance (i.e., course design workshops) BUT better in conjunction design workshops) BUT better in conjunction with department to increase impactwith department to increase impact

New FacultyNew Faculty– Agree with Chairs: want a “lecture coach” and Agree with Chairs: want a “lecture coach” and

department help with teaching developmentdepartment help with teaching development

Support from UW: Support from UW: Local ResourcesLocal Resources

Both Chairs and New Faculty Both Chairs and New Faculty mentioned inadequate classrooms mentioned inadequate classrooms and scheduling difficultiesand scheduling difficulties

Chairs added what New Faculty need Chairs added what New Faculty need to understand about the students to understand about the students (backgrounds and Co-op)(backgrounds and Co-op)

New Faculty added concerns about New Faculty added concerns about TA trainingTA training

What Support Should What Support Should Teaching Centre Offer?Teaching Centre Offer?

Provide programming for new faculty Provide programming for new faculty – held jointly with departments– held jointly with departments

Identify or coordinate learning Identify or coordinate learning resourcesresources

Assist with interpreting evaluations Assist with interpreting evaluations of teachingof teaching

Increase awareness of what Centre Increase awareness of what Centre offers – especially with Chairs!offers – especially with Chairs!

Support from Teaching Support from Teaching Centre: Programming Centre: Programming

Chairs mostly recommended programming Chairs mostly recommended programming done in conjunction with departments done in conjunction with departments (workshops, discussions, open classrooms)(workshops, discussions, open classrooms)

“…“…focus on bringing new faculty together with people who focus on bringing new faculty together with people who have a proven excellence in teaching and a proven love have a proven excellence in teaching and a proven love of teaching…” (C7)of teaching…” (C7)

New Faculty wanted more specific New Faculty wanted more specific orientation information and specific orientation information and specific workshops (teaching large classes, workshops (teaching large classes, academic integrity, getting tenure)academic integrity, getting tenure)

Support from Teaching Support from Teaching Centre: Learning ResourcesCentre: Learning Resources

Chairs and New Faculty primarily Chairs and New Faculty primarily focused on getting assistance with focused on getting assistance with technological tools (CMS, repositories) technological tools (CMS, repositories) plus having access to past examsplus having access to past exams

Chairs more focused on the Chairs more focused on the investment of time needed to innovate investment of time needed to innovate with new technologies = resentmentwith new technologies = resentment

““you learn some software, it’s just going to change in you learn some software, it’s just going to change in two years…what they want to do is teach” (C7)two years…what they want to do is teach” (C7)

Support from Teaching Support from Teaching Centre: Teaching Centre: Teaching

Evaluations Evaluations Only mentioned for this question by Only mentioned for this question by

New Faculty (Chairs talked about New Faculty (Chairs talked about peer review in previous question)peer review in previous question)– UW should consider using a different UW should consider using a different

evaluation form and different evidenceevaluation form and different evidence– Teaching centre (versus senior faculty) Teaching centre (versus senior faculty)

should coordinate peer observations or should coordinate peer observations or even do faculty observations – seen as even do faculty observations – seen as more objective more objective

Chair AdviceChair Advice

Have the right attitudeHave the right attitude– ““So being a good teacher is determined by So being a good teacher is determined by

your enthusiasm” (c1)your enthusiasm” (c1) Consult with your senior colleaguesConsult with your senior colleagues

– ““Don’t let things fester—see the chair… ” (C9)Don’t let things fester—see the chair… ” (C9) Put a higher priority on research, but don’t Put a higher priority on research, but don’t

neglect teachingneglect teaching– ““for the next 5 years your job is to get tenure” for the next 5 years your job is to get tenure”

(C6)(C6) Know your material and be organizedKnow your material and be organized

New Faculty AdviceNew Faculty Advice

Try to be a good teacher but not greatTry to be a good teacher but not great Get help – colleagues, open classrooms Get help – colleagues, open classrooms Seek clarity in expectations Seek clarity in expectations Research is what mattersResearch is what matters Scads of specific adviceScads of specific advice

– Be prepared, be aware of student Be prepared, be aware of student problems and how to deal with them, pay problems and how to deal with them, pay attention to course evaluations, vary attention to course evaluations, vary assessment measures assessment measures

General ImplicationsGeneral Implications

Many chairs believe that effective teaching is related Many chairs believe that effective teaching is related to personality; more NF see teaching as a set of to personality; more NF see teaching as a set of strategies that enhance learningstrategies that enhance learning

Many Chairs point to a lack of general teaching Many Chairs point to a lack of general teaching experience as a key challenge; whereas NF point to a experience as a key challenge; whereas NF point to a lack of specific, local knowledge being available to lack of specific, local knowledge being available to themthem

NF see “millennial students” as less problematicNF see “millennial students” as less problematic NF receive mixed messages about value of teaching, NF receive mixed messages about value of teaching,

but mostly hear that they should not prioritize teachingbut mostly hear that they should not prioritize teaching Chairs offer general advice; NF offer specific advice – Chairs offer general advice; NF offer specific advice –

NF are quite “teaching-savvy” – culture clash?NF are quite “teaching-savvy” – culture clash?

Implications for Teaching Implications for Teaching CentreCentre

NF and Chairs want more department-specific NF and Chairs want more department-specific programming – feel faculty will receive the message programming – feel faculty will receive the message more willingly – but it’s unclear who will offer itmore willingly – but it’s unclear who will offer it

Chairs do not have a clear sense of what the Chairs do not have a clear sense of what the teaching centre offers, so not able to promote us teaching centre offers, so not able to promote us accuratelyaccurately

NF may not be confident that colleagues NF may not be confident that colleagues cancan help help them – should teaching centre help depts set up them – should teaching centre help depts set up systems for peer review, sharing of resources, etc?systems for peer review, sharing of resources, etc?

How much can teaching centre step in when value of How much can teaching centre step in when value of teaching isn’t on par with research?teaching isn’t on par with research?

Discussion Time!Discussion Time!

Discussion of Results:Discussion of Results:– What 1-2 ideas would you suggest that What 1-2 ideas would you suggest that

our teaching centre use to respond to our teaching centre use to respond to these results (e.g., programming, these results (e.g., programming, resources, organizational development resources, organizational development strategies, etc.)?strategies, etc.)?

Discussion of Methods:Discussion of Methods:– What 1-2 questions would you add to or What 1-2 questions would you add to or

delete from the research tools used and delete from the research tools used and why?why?

UW’s Initial ResponsesUW’s Initial Responses

Hired two new instructional developers – Hired two new instructional developers – faculty programming and consultationsfaculty programming and consultations

Replaced orientation in Sept with 2 Replaced orientation in Sept with 2 workshops (academic integrity and course workshops (academic integrity and course management)management)

Added NF listserv and socialsAdded NF listserv and socials Changing L&L topic areas: understanding Changing L&L topic areas: understanding

students, assessing student learningstudents, assessing student learning Providing more department-specific Providing more department-specific

workshops through curriculum projectsworkshops through curriculum projects

Selected References: Selected References:

Austin, A. E. (2002). Creating a bridge to the future: Austin, A. E. (2002). Creating a bridge to the future: Preparing new faculty to face changing expectations Preparing new faculty to face changing expectations in a shifting context. Review of Higher Education in a shifting context. Review of Higher Education 26(2):119-144.26(2):119-144.

Boice, R. (2000). The new faculty member: Supporting Boice, R. (2000). The new faculty member: Supporting and fostering professional development. San and fostering professional development. San Francisco: Jossey-Bass.Francisco: Jossey-Bass.

Menges, R.J. & Associates. (1991). Faculty in new jobs. Menges, R.J. & Associates. (1991). Faculty in new jobs. San Francisco: Jossey-Bass.San Francisco: Jossey-Bass.

Sorcinelli, M.D. & Austin, A. E. (Eds.) (1992). Developing Sorcinelli, M.D. & Austin, A. E. (Eds.) (1992). Developing new and junior faculty. New Directios new and junior faculty. New Directios for Teaching and Learning. No 50. San Francisco: for Teaching and Learning. No 50. San Francisco: Jossey-Bass.Jossey-Bass.

Whit, E.J. (1991). ‘Hit the ground running’:Experiences Whit, E.J. (1991). ‘Hit the ground running’:Experiences of new faculty in a school of education. Review of of new faculty in a school of education. Review of Higher Education. 14(2): 177-197 Higher Education. 14(2): 177-197

Our Contact InformationOur Contact Information

Catherine Schryer,Catherine Schryer,

Director,Director,

Centre for Teaching Centre for Teaching Excellence,Excellence,

University of WaterlooUniversity of Waterloo

cschryer@uwaterloo.ccschryer@uwaterloo.caa

Donna Ellis,Donna Ellis,

Associate Director,Associate Director,

Centre for Teaching Centre for Teaching Excellence,Excellence,

University of WaterlooUniversity of Waterloo

donnae@uwaterloo.cadonnae@uwaterloo.ca