Why Learner-Centered New Faculty Orientations Matter: Organizational Culture and Faculty Retention

Autor/inn/en	Scott, Whitney; Lemus, Daisy; Knotts, Greg; Oh, Janet
Titel	Why Learner-Centered New Faculty Orientations Matter: Organizational Culture and Faculty Retention
Quelle	In: Journal of Faculty Development, 30 (2016) 1, S.15-22 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-1900
Schlagwörter	Student Centered Learning; Teacher Orientation; Organizational Culture; Teacher Persistence; Beginning Teachers; Technology Uses in Education; Faculty Development; Teaching Methods; California + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Unternehmenskultur; Junior teacher; Junglehrer; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Kalifornien
Abstract	A learner-centered New Faculty Orientation (NFO) can be a powerful way to immediately engage new faculty and develop their organizational identification to the institution and its values. Unfortunately, some NFOs do not model a learner-centered philosophy and miss opportunities to establish a collaborative and celebratory tone. In this paper, we share recommendations for creating a learner-centered NFO and offer concrete strategies creating a dynamic orientation that helps socialize faculty to the organizational culture and supports overall faculty retention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01