Orientation Program Considerations for New Community College Faculty

Abstract

The roles and expectations of community college faculty members have grown more complex as their institutions change to meet the needs of their respective communities. Whereas faculty development programs have assisted in the creation of programs and strategies to help faculty cope with change, the initial orientation of faculty to their college proves to be vital to their performance, success, and length of tenure. This study was designed to supply an understanding of community college faculty perceptions of the objectives for faculty orientation programs, using a revision of the Council for the Advancement of Standards student orientation program objectives. The primary rationale for faculty orientation was found to be the assistance of new faculty in understanding the mission of their specific institution. General responses indicated high expectations for faculty orientation programs, and responses also indicated that programs were not intended to serve as retention activities.Community college faculty members have been placed in an increasingly vague professional position. Ambiguity over role expectations, rewards, and the institutional culture detract from the perceived primary role of education delivery (Hawthorne, 1991).Community college faculty members are expected to play a number of different roles ranging from business trainers and student advisors to academic planners and technology managers. In fulfilling these roles, faculty members have come to rely on a host of strategies, some formally defined by the institution in the shape of faculty development and some informally relegated to individual efforts. To many faculty members' dismay, however, few community colleges offer formal new faculty orientation programs that address needs such as coping with role ambiguity and change.

Outside looking in: a study of adjunct faculty experiences at offshore branch campuses in Dubai, United Arab Emirates

“…A lack of effort to welcome an individual into a workplace has the potential to alienate and marginalize the employee. More practically, the literature on faculty orientation programs reveals that such programs can help new academic staff better integrate into their institution (Miller & Nadler, 1994;Morin & Ashton, 2004). A formalized onboarding program could, arguably, reduce the wider opinion of adjuncts.…”

Student Satisfaction With Orientation

“…These perceptions did not differ based on either institutional size or mission Miller & Nadler, 1995). A similar research project revealed that the standards, with minor revisions, were also appropriate for use in faculty orientation programs (Miller & Nadler, 1994).…”

New Faculty Orientation

“…Accepting the notion of faculty quality as an indicator of institutional quality, there is a paramount need to for the institution to invest in faculty at all stages of their careers. As argued by Nadler and Miller (1994), continued faculty growth and performance need to be early components of a faculty member's academic career, and actually begin when the faculty member steps foot on campus. Largely, this is a transitional phase in the development of a faculty member, and subsequently, institutions have a responsibility to create an atmosphere, environment, and culture that helps faculty members succeed.The concern for the College of Education at San Jose State University has been somewhat more complex than facing the need for long-term faculty growth.…”