Journal of Faculty Development

Theme: Faculty Development for Teaching First-Year Experience Courses

As institutions search for ways to enhance the academic and social experiences of their first-year students–with concerted efforts to increasing retention–many have chosen to implement first-year experience (FYE) courses designed to provide students with foundations for transitioning from high school to college. Since FYE programs are diverse and have varied curricula, few faculty have extensive (if any) experience in teaching such courses, especially if these programs are newly formed at their institution.

In order for FYE programs to be successful, institutions need to educate and train faculty to meet their program’s specific objectives and learning outcomes. Institutions should also provide faculty with ongoing support to ensure that the first-year students are engaged in the classroom.

This special section will focus on myriad ways institutions provide the education, training, and ongoing support faculty need in order to be successful in the FYE classroom. Framing questions can include but are not limited to:

  • What are the current and evolving needs among faculty teaching FYE courses?
  • How do you implement ongoing training and assessment of faculty teaching FYE courses?
  • How might FYE faculty development programs incorporate or build upon existing literature on FYE?
  • What new practices are evolving to best meet FYE faculty development needs?
  • How are instructional technologies being used to train, develop, and assess FYE faculty?
  • What technologies are you training FYE faculty to use to engage students both in and out of the classroom?
  • How are faculty trained to utilize peer leaders/mentors as part of the course?
  • How do you create a program that cultivates continuous improvement, particularly among faculty with extensive teaching experience?

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 Kevin Dvorak at and Molly Scanlon at Authors of accepted proposals will receive detailed guidelines for manuscript submission.


  • September 15, 2018: 500-word proposals due
  • October 15, 2018: Authors notified of review results
  • December 15, 2018: Full articles of approximately 3,500 words returned to guest editor
  • January 15, 2018: Article revisions sent to authors