First-Year Seminar Faculty: Recruitment, Supports, Motivators, and Challenges

Autor/in	Sobel, Karen
Titel	First-Year Seminar Faculty: Recruitment, Supports, Motivators, and Challenges
Quelle	In: Teaching & Learning Inquiry, 6 (2018) 1, S.65-78 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	First Year Seminars; Teacher Recruitment; Undergraduate Study; Compensation (Remuneration); Administrative Organization; Barriers; Teacher Competencies; Relevance (Education); Freedom of Speech + Suchen Sie Ihr Suchwort? Lehrerrekrutierung; Grundstudium; Abfindung; Kompensation; Lohnausgleich; Lehrkunst; Relevance; Relevanz; Redefreiheit
Abstract	The majority of universities and four-year colleges in the USA currently offer first-year seminars in at least one format. These programs often pride themselves in recruiting from among their institutions' best teachers to lead the seminars. In reality, this process of recruitment to teach in the program, as well as retention of faculty members who have received training and gained experience in the program, requires thoughtful strategies. Among other challenges, well-regarded faculty members often have many demands on their time already, including teaching and research. Department chairs may pressure them to focus on teaching courses that are seen as more crucial to their departments' missions. Many institutions have found that appealing to potential instructors' intrinsic motivations and building a strong sense of community among instructors help to recruit and keep groups of high-quality instructors. Those instructors are still prey to the challenges of extrinsic motivations, however. This article outlines and summarizes findings on both motivations and challenges shared by institutions across the USA. (As Provided).
Anmerkungen	University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: http://tlijournal.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01