Journal of Faculty Development

Theme: Faculty Development for the New Professoriate: Onboarding, Engaging, and Training New Faculty

Michael G. Strawser, University of Central Florida
Stephanie Smith, Virginia Tech University

The professoriate is changing. Recently, expectations of new faculty members have become more complex. Institutions are searching for ways to maximize faculty resources. As a result, expectations of time, and overall output related to teaching, research, and service have become more intense. One particular issue, for administrators and faculty members alike, is the integration of new faculty members into the broader university culture and the academy at large. Because of this significant need, onboarding, engaging, and training new faculty for university life becomes a crucial focus for faculty developers.

In order for faculty development to be successful with new faculty, institutions should consider ways to enhance their programs and initiatives to meet the needs of new faculty members in the new professoriate.

This special issue will focus on how institutions onboard, engage, and train new faculty members. Framing questions can include but are not limited to:

  • How are new faculty members changing the culture of your institution?
  • How are faculty expectations different today compared to past expectations?
  • How can we effectively train graduate students for the new professoriate?

What are the current and evolving needs among new faculty?

  • How do you implement ongoing training and assessment of new faculty?
  • How might new faculty development programs incorporate or build upon existing development literature?
  • What new practices are evolving to best meet the needs of new faculty members?
  • How are instructional technologies being used to train, develop, and assess new faculty?
  • What technologies are you training new faculty to use to engage students both in and out of the classroom?
  • How has your institution implemented faculty mentorship programs?
  • How do you train faculty members to: a) research, b) teach, and/or serve the institution according to increased professorial expectations?

This call encourages practical, specific programming efforts. Preference will be given to proposals that fully develop a single aspect (vs. sweeping abstractions). Please send 500-word proposals and questions to Michael G. Strawser at and Stephanie Smith at Authors of accepted proposals will receive detailed guidelines for manuscript submission.

Deadlines [For publication in the May 2020 edition of the Journal of Faculty Development]

  • September 30, 2019: 500-word proposals due
  • October 30, 2019: Authors notified of review results
  • January 15, 2020: Full articles of approximately 3,000 words returned to guest editors
  • March 1, 2020: Article revisions sent to authors
  • April 15, 2020: Final submissions returned to guest editors