BACKGROUND:New faculty are often not prepared for a career in academia, and the transition can be challenging. They often come from practice environments where work expectations are clearly delineated. PROBLEM:Traditional mentoring programs typically pair new with experienced faculty members who are expected to provide guidance and advice. Results of the hierarchical dyad method have been mixed. APPROACH:Three generations of faculty formed a team composed of a tenured, a midcareer, and a new faculty member. The midcareer educator was better suited to help the novice prepare to teach, as they had recently been through the process, whereas the tenured faculty member was able to provide scholarship support to both. CONCLUSIONS:Providing new faculty with 2 mentors in a constellation format, along with the opportunity to network during structured mentoring meetings, contributed to a smooth onboarding of new faculty and provided scholarship support for the midcareer faculty member.

译文

背景:新教师通常不为学术界的职业做好准备,而过渡可能会充满挑战。他们通常来自明确描述工作期望的实践环境。
问题:传统的指导课程通常与新的经验丰富的教职员工配对,他们将提供指导和建议。分层二分法的结果好坏参半。
方法:三代教师组成了一个由终身职位,中期职业和新员工组成的团队。中期职业教育家更适合于帮助新手准备教书,就像他们最近经历的那样,而终身任职的教师能够为这两个人提供奖学金支持。
结论:以星座形式为新教师提供2名导师,并在结构化导师会议期间提供网络交流的机会,为新教师的顺利入职做出了贡献,并为职业中期教师提供了奖学金支持。

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