tamara mohr ferris state university easing the transition of novice faculty
TRANSCRIPT
TAMARA MOHRFERRIS STATE UNIVERSITY
Easing the Transition of Novice Faculty
Goals & Objectives of Project
Goal #1: Use evidence-based outcomes to improve novice faculty experiences Design a survival guide based on evidence-based
practices which improve novice faculty experiencesGoal #2: Function as a change agent by
determining needed areas of support for novice faculty transitions Develop a questionnaire to be given to new faculty to
gain insight into transition experiences Identify areas needing improvement in assisting novice
nurse faculty transitions
~ National League for Nursing (2005)
Need for New Faculty
Nursing shortage today reaching crisis levels Retirement of current nurses AACN: number of nurses needed by 2020…
One of the main reasons for nursing shortage – lack of nurse educators 2012 AACN study Need more than increase in numbers only Intent to stay
Theoretical Framework
Benner’s Novice to Expert: Five levels
Can be applied to nurses transitioning to education
Nurses moving from area of expertise to new area become novices again
Experience tension & anxiety during transition
Cangelosi, Crocker & Sorrell (2009) study: Written narratives Recurring theme:
phenomenon of learning to teach
Fear, apprehension, frustration
Right questions Lack of quality
mentoring/guidance
Teaching is not a natural by-product of being a clinical expert; it requires it’s own skill set!- Cangelosi, Crocker & Sorrell (2009)
Theoretical Framework
Lewin’s Change Theory Stage 1: Unfreezing
Prepare ourselves/others for change
Stage 2: Change / Transition Change not an event but a process Inner movement in reaction to change Support important during this phase
Stage 3: Freezing (Refreezing) Establish stability after changes made Changes become the new norm
Connelly (2013)
Theoretical Framework
Transformational Change
Poutiatine (2009)
Myth of control Critical reflection
Rational about obvious/known consequences Emotional implications Emotional intelligence
~ Success depends on support from trusted allies ~
Anderson (2009) Duphily (2011)
Sitting on the shoreSplashing in the
shallowsDrowningTreading waterBeginning strokesThroughout the
waters
Dancing as fast as I canImportance of the team:
need for supportFrom expert clinician to
novice academic: role transition
Meeting student needs: balance in faculty-student relationships
A love of teaching: desire to continue
Common Transition Experiences from the Literature
McDonald (2010) Felder & Brent (2012)
Learning curve Knowledge deficit:
Academia has own “language” Technologies
Culture & support Fitting in to a new culture Mentoring Camaraderie
Advantages / disadvantages of faculty role
~“This is the hardest job you’ll ever love” ~
Not enough timeInadequate feedback
& recognitionUnrealistic
expectationsLack of collegialityIntegrating work &
personal life
Common Transition Experiences from the Literature
Remember…
“People are not born knowing how to be educators”
95% of new professors take 4-5 years to reach full effectiveness
5% are quick starters – 1-2 years to reach effectiveness
Low productivity in research & ineffective teaching are costly – these are teachable skills
(Felder & Brent, 2012); (Brent & Felder, 1998)
COMMON MISTAKES OF NEW TENURE-TRACK FACULTY
Mistake #1: Proposal and paper writing high verbal priority but spending little time on them Consequences Success Strategies
Mistake #2: Over preparing for classes Consequences Success Strategies
Mistake #3: Working non-stop and alone Consequences Success Strategies
Mistake #4: Working without clear goals Consequences Success Strategies
• (Felder & Brent, 2012)
Survey Results
What experiences, advice & information were most helpful in adjusting to KCON role?
What would you like to have done or known about sooner?
What was most helpful in your transition?Was there a person/group of individuals who
helped you in your transition? How did they help?Going back to first start in academia, what have
you found most surprising?What advice would you give a nurse considering
entering academia?
How to increase retention of new faculty
Strong orientation programs and mentoring have been shown to increase retention rates
Successful orientation programs not short-term
Should be oriented to both the college and nursing dept
Need support in instructional processes and overview of available resources
Promotion of relationships Atmosphere conducive to
asking questions/sharing concerns
How to increase retention of new faculty
Strong orientation programs and mentoring have been shown to increase retention rates
Slimmer (2012)
Successful mentoring has profound effect on retention of new staff
Mentor –protégé relationshipCommon traits of successful
mentors: Enthusiasm for teaching Professionalism Expertise (academic & clinical) Approachable/accessible Non-judgmental Intuitive Empathetic
How to increase retention of new faculty
How to support early-career faculty
(Felder & Brent, 2012)
Communicate expectations for performance
Give feedback on progress, especially in weak areas
Create flexible timelines for tenure
Encourage mentoring by senior faculty
Make needed information available & easy to find
Level the field & deal equitably with all faculty
KCON
What resources does KCON offer to ease transition of new faculty members?
FTLCNew faculty folderMentoringWorkshops
Top 10 Things New Faculty Would Like to Hear from Colleagues
(Sorcinelli, 2004)
Remember, you are greatDon’t have to be superman or
superwoman tomorrowFigure out what mattersDecide what doesn’t matterTeaching mattersMake a planThink mentors, pluralInvite communityDon’t work on 15 things
equally all at onceHave a life
References
Anderson, J. K. (2009). The work-role transition of expert clinician to novice academic educator. Journal of Nursing Education, 48(4), 203-208. doi:10.3928/01484834-20090401-02
Baker, S. L. (2010). Nurse educator orientation: Professional development that promotes retention. Journal of Continuing Education in Nursing, 41(9), 413-417. doi:10.3928/00220124-20100503-02
Blauvelt, M. J., & Spath, M. L. (2008). Passing the torch: A faculty mentoring program at one school of nursing. Nursing Education Perspectives, 29(1), 29-33. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/18330419
Cangelosi, P. R., Crocker, S., & Sorrell, J. M. (2009). Expert to novice: Clinicians learning new roles as clinical nurse educators. Nursing Education Perspectives, 30(6), 367-371. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/19999938
Duphily, N. H. (2011). The experience of novice nurse faculty in an associate degree education program. Teaching & Learning in Nursing, 6(3), 124-130. doi:10.1016/j.teln.2011.01.002
Felder, R. M., & Brent, R. (2012). Helping new faculty get off to a good start. Retrieved from https://engineering.purdue.edu/Engr/AboutUs/Administration/AcademicAffairs/Teaching/NB-Mentoring.pdf
Garbee, D., & Killacky, J. (2008). Factors influencing intent to stay in academia for nursing faculty in the southern United States of America. International Journal of Nursing Education Scholarship, 5(1), 1-15.
References
Grand Valley State University. (2011). What new faculty need to know. Retrieved from http://www.gvsu.edu/cms3/assets/B78A66C2-A774-13A2-78CDCF13A1345FC3/whatnewfacultyneedtoknow201011.pdf
McDonald, P. J. (2010). Transitioning from clinical practice to nursing faculty: Lessons learned. Journal of Nursing Education, 49(3), 126-131. doi:10.3928/01484834-20091022-02
National League for Nursing. (2005). The scope of practice for academic nurse educators. New York, NY: National League for Nursing
Ortlieb, E. T., Biddix, J. P., & Doepker, G. M. (2010). A collaborative approach to higher education induction. Active Learning in Higher Education, 11(2), 109-118. doi:10.1177/1469787410365655
Poutiatine, M. I. (2009). What is transformation: Nine principles toward an understanding of the transformational process for transformational leadership. Journal of Transformative Education, 7(3), 189-208. doi:10.1177/1541344610385249
Rosseter, R. (2012). Nursing faculty shortage. American Association of Colleges of Nursing. Retrieved from http://www.aacn.nche.edu/media-relations/fact-sheets/nursing-faculty-shortage
Rosseter, R. (2012). Nursing shortage. American Association of Colleges of Nursing. Retrieved from http://www.aacn.nche.edu/media-relations/fact-sheets/nursing-shortage
Slimmer, L. (2012). A teaching mentorship program to facilitate excellence in teaching and learning. Journal of Professional Nursing 28(3), 182-185. doi:10.1016/j.profnurs.2011.11.006
Sorcinelli, M. D. (2004). Top ten things new faculty would like to hear from colleagues. The National Teaching & Learning Forum, 13(3), 1-5. Retrieved from http://www.ntlf.com/issues/v13n3/v13n3.pdf
