are often not prepared for a career in academia
, and the transition can be challenging. They often come from practice environments where work expectations are clearly delineated.
programs typically pair new with experienced faculty
members who are expected to provide guidance and advice. Results of the hierarchical dyad method have been mixed.
Three generations of faculty
formed a team composed of a tenured, a midcareer, and a new faculty
member. The midcareer educator was better suited to help the novice prepare to teach, as they had recently been through the process, whereas the tenured faculty
member was able to provide scholarship support to both.
Providing new faculty
with 2 mentors in a constellation format, along with the opportunity to network during structured mentoring
meetings, contributed to a smooth onboarding
of new faculty
and provided scholarship support for the midcareer faculty