Experiences of Newly Hired Faculty

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Abstract
Faculty experiences during the first three years in a new job were investigated by following new hires at five colleges and universities. Their initial years are characterized by stress, dilemmas about how to allocate time to competing responsibilities, uncertainty about what is expected of them, and dissatisfaction with feedback about their progress. Faculty development offices can promote more enlightened policies and practices to help ease faculty transition into a new job.
Funding Information
  • National Center on Postsecondary Teaching, Learning, and Assessment
  • Office of Educational Research and Improvement
  • US Department of Education

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