Faculty Center for Excellence in Teaching, Western Kentucky University

The following are quotes collected from new faculty. They were asked the question:

What advice would you give to next years' "class" of new faculty?
If you are a new faculty member and have a contribution, please contact our instructional coordinator at 5-6507.

This [giving advice to new faculty] is harder than it would seem at first glance, mostly because all of us have such different circumstances. Some are single, some not, some with children, some without, some in "friendly" departments, some in chilly ones. That said, for me what was helpful was to go to events where there would be a chance to visit with other faculty, and to get involved in a program outside my department (women's studies is a good way to meet others). Also, connect with other new people...there's a bonding through "trying times" that can help. That's seems pretty basic, but not everyone thinks about making contact with others outside the department.

Another thing is to refuse shyness. If there's someone you'd like to get to know, go ahead and suggest lunch, maybe invite a couple of other new folks along....Anyway, I suspect many of us who have been here awhile would like very much to get to know new faculty from other departments--we just don't always have it together to think of it and then to follow through and organize a lunch outing. That's why I'd encourage new faculty to be assertive.......
Jane Olmsted

I have appreciated having a mentor this year and found it helpful to know that the [FaCET formerly] CTL was there to offer resources. I attended the workshop on effective overheads and found it especially helpful.... Thanks for the opportunity to meet people outside my department. It's so easy to get "tunnel vision" and become sort of lost in one's own program/discipline.

A big part of my adjustment to WKU has been based on the difference in the students compared to my previous school and the availability of classroom technology which changed my teaching style.... These two factors combined to produce a year in which I was almost totally involved in class preparation and grading papers! I guess the things that would have been most helpful to me personally would have been an expectation that the first year be devoted to developing one's courses and making the adjustment to becoming a teacher at WKU....and realizing the lack of availability of faculty development funds in light of the expectation that we become involved in professional development as part of achieving tenure....
Susan Wesley

I remember during my first semester worrying A LOT about teaching....it seemed like I prepared for hours! Even though I had taught before, the pressure seemed more intense during that first year. Two things helped me get through....1. Support group - friends. Several colleagues in the college empathized with me - that made me not feel like "the lone ranger". Moreover, these people would approach me and offer words of support and understanding. There were friends who I approached often, but it was great that some people took the time to give unsolicited help and encouragement.

2. Meetings with administrators. The Dean had several get-togethers for new faculty to find out how we were getting along. I found this now to have been an important step in the orientation process. (although I only realize that in retrospect, because at the time it seemed difficult to juggle "another meeting"). There were also a couple of get-togethers for all new faculty members (college wide) These meetings gave me an opportunity to see others who were experiencing some of the same things and strengthen bonds. Again, other new faculty members' stories let me know that I was not alone in experiencing the anxieties of the first year.
Anonymous

One thing that bolstered by confidence with respect to teaching was relying less on the straight lecture format and incorporating experiential learning activities into my classes. The experiential learning activities better engage the student and give them more responsibility for the learning. Students who learn "by doing" are more apt to "own" what they learn. It is important to ensure that students "process" what they learned from the activity so that they are not left wondering "what was the purpose of the activity?" In addition, instructors should be aware that experiential learning activities do not necessarily decrease the amount of class prep time. Moreover, instructors must acknowledge there is always a risk that an activity will "flop". However, I have found it helpful to be honest with my students and tell them at the beginning of the semester that we will be trying new ways of learning and sometimes I will ask for their feedback so "I can learn" how to improve an activity. It is also a good idea to somehow incorporate what is learned or processed from the activity into exams. This further encourages responsibility for the learning. While this has worked for me, I want to express an understanding that this style of teaching, and it is a style, may not work for everyone. However, one does not know what will work until the style is given a chance.
Anonymous

I cannot emphasize enough the need to prioritize. Faculty should spend time each day (about an hour) working on research. They should aim to have something out either journal or conference every semester. Also, they need to say "no" to too many service projects. Women have a tendency to get bogged down in service.
Linda Parry

I have been in WKU a little more than a year. One thing I learned is to document everything you did in the three areas where you will be annually evaluated for salary increase and tenure track: teaching, publication, and public services. Better to make them into a binder near the evaluation time. That will help a lot in the process for the administrators would love them.
Haiwang Yuan

This is my 5th semester and I have just received training on student advising. I would recommend that all new faculty become familiar with University, as well as their program area requirements ASAP. I also recommend that each instructor be familiar with every program area in their department, i.e., their requirements and projected career opportunities. Students frequently come to me with questions regarding these areas and it's difficult to provide adequate service to our students without this knowledge.
Debbie Shivel

My suggestion is Patience. I think it is critical that new folks remember to be patient with themselves and with the change process. I remember feeling pretty alone for the first while and have gotten past those feelings now....I know now I should have welcomed the peace. It was a time for great personal reflection and growth and I learned a great deal about myself during those months. So be patient with yourself as you change and grow and be patient with those around you, and this place will grow on you.
Jeanne Fiene

New Faculty Quotes