Key Information
New Faculty Professional Development: Planning an Ideal Program, By Henryk Marcinkiewicz & Terrence Doyle
2004 [ISBN: 1-58107-094-2; 82 pages, 5 1/2 x 8 1/2 inches, soft cover] $11.95
This book is about organizing and conducting a yearlong professional development program for new faculty. The length of time for the program is a significant departure from current practice at all but a few institutions. Typical programs for new faculty are limited to orientations around the start of a school year and last from one day to one week. Being a new faculty member should not be a “trial by fire” but rather a development process. An academic year allows enough time for the new faculty to be presented with new ideas, practice what they are learning, to share what they know, to get acquainted with the culture and systems of the new institution, in short, to make the transition to their new profession and institution.
New Faculty Professional Development suggests models, strategies, and tactics that together are parts of an ideal professional development program for new faculty. The reader may use all or some of the parts in starting or refining a program. Any reader will find the authorsÕ suggestions informative and useful Ð and can adopt them as needed. is Associate Vice President for Academic Affairs at Pennsylvania College of Technology. He was the founding Director of the Center for Teaching, Learning, & Faculty Development at Ferris State University. His interests include professional development, the adoption of innovations, and organizational change.
The Authors
Henryk Marcinkiewicz is Associate Vice President for Academic Affairs at Pennsylvania College of Technology. He was the founding Director of the Center for Teaching, Learning, & Faculty Development at Ferris State University. His interests include professional development, the adoption of innovations, and organizational change.
Terry Doyle, professor of reading, has been in higher education for nearly 3 decades. He is the Coordinator of the Center for Teaching, Learning & Faculty Development at Ferris State University and conducts the year-long New Faculty Transition Program as well as faculty development programming. He has developed numerous workshops on teaching and learning and co-authored three textbooks on the freshman year experience.