[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598688-105":59,"doc-detail-598688-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","support-for-new-faculty-members-what-do-they-perceive-they-need","Support for New Faculty Members: What do They Perceive They Need?","","Needs assessment outcomes from Mount Royal University examine what newly hired full-time faculty members perceive they need during their first year. The study gathers perceived support and resource requirements, identifies gaps in professional development, and reviews recurring themes from faculty self-identified needs. Findings inform guiding principles for a redevelopment of the institution’s new faculty development program in response to changing context, including the transition from a college to a university.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/support-for-new-faculty-members-what-do-they-perceive-they-need/598688/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/support-for-new-faculty-members-what-do-they-perceive-they-need/598688.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the needs assessment for new faculty members?","Question",{"text":112,"@type":113},"To gather information on the kinds of support and resources newly hired faculty members perceive they need, identify gaps in their professional development, and guide redevelopment of the support program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which topics did the survey ask participants to reflect on during their first year?",{"text":117,"@type":113},"Orientation; building relationships; support for teaching, research, and service; and information about the tenure and promotion process.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the study define the group of participants for the needs assessment?",{"text":121,"@type":113},"Faculty hired into full-time positions at Mount Royal during the previous four years, including those in first academic appointments, those new to Mount Royal from other institutions, and those transitioning from part-time to full-time roles.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598688,1792209161,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","3  \nSupport for New Faculty Members: What do They Perceive They Need?  \nJennifer Boman, Michelle Yeo, & Theresa Matus  \nMount Royal University  \nIn this article we report the outcomes of a needs assessment administered to new faculty members who were hired within the lastfour years at Mount Royal University. Our purpose in conducting this needs assessment was to gather information to guide the redevelopment of the institution’s support program for new faculty in light of a changing institutional context (i.e., the transition from a college to a university). Faculty members were asked what kinds of support and resources they perceived themselves as needing during the first year of their full-time appointment and what gaps were present in their professional development. We review the key themes in faculty members’ self-identified needs and summarize the principles behind a new faculty development program that was informed by the results of this research.  \nIntroduction  \nAlthough beginning a full-time academic career is an  \nexciting prospect for many new faculty members, this sense of anticipation often transitions to considerable anxiety once the job begins. The transition to a faculty career is a demanding one. New faculty members must learn and navigate the expectations of their new role while simultaneously executing and balancing the various responsibilities associated with being a faculty member. The literature on new faculty over the last two decades consistently indicates that adaptation to this role is often characterized by significant concerns (Boice, 1991; Eddy & Gaston-Gayles, 2008; Menges, 1999; Olsen & Sorcinelli, 1992) . For example, new faculty report stressors such as unclear expectations, challenges in balancing professional  \nand personal responsibilities, and a significant shortage of time to accomplish everything (Austin, 2003; Boice, 1991, 2000; Menges, 1999; Rice, Sorcinelli, & Austin, 2000; Sorcinelli, 1994, 2000, 2002) . In particular, many new faculty members suggest that they spend the majority of their time engaged in teaching preparation and yet still do not feel prepared for their classes (Murray, 2008; Solem & Foote, 2006) . In addition to these stressors, some new faculty perceive a lack of support from colleagues, which can contribute to a sense of isolation in their new role (Sorcinelli, 1992) . Taken together, these findings highlight the need for support for new faculty.  \nThe literature on new faculty describes several different approaches to new faculty support, ranging from orientations to intensive courses on teaching development to formal and informal mentoring programs  \n(Cawyer, Simonds & Davis, 2010; Fink, 1992; Postareff, Lindblom-Ylänne, & Nevgi, 2007; Solem & Foote, 2006; Sorcinelli, 1994; Trigwell, Rodriguez, & Han, 2011) . These initiatives are designed to address concerns shared by new faculty, such as the need for relationship building among colleagues and the need for teaching and research support. More recently, attention has also been given to the need to prepare future faculty before they take on faculty appointments (Eddy & Gaston-Gayles, 2008; Murray, 2008; Solem & Foote, 2006) . Research on new hires suggests that, while graduate school may offer some initial socialization to a faculty career, there are inconsistencies in the types of preparation provided to graduate students (Austin, 2003; Eddy & Gatson-Gayles, 2008) . Given that new faculty members may be arriving at institutions with varying degrees of preparation and experience, their needs for professional development and support may differ according to their diverse experiences.  \nThe purpose of our study was to identify the needs of new faculty at our institution and to use this information to guide the redevelopment of a support program for new faculty. Our institution, Mount Royal University, is a medium-sized undergraduate teaching institution with approximately 400 full-time faculty members and 14,000 student","cbCaibr6seo5kDLu","https://ap.wps.com/l/cbCaibr6seo5kDLu","pdf",78773,"English","# Introduction\n## Approaches to new faculty support\n# Data Collected\n## Needs assessment design and participants\n# Themes Arising From the Data\n## Importance of collegial relationships","[{\"question\":\"What was the purpose of the needs assessment for new faculty members?\",\"answer\":\"To gather information on the kinds of support and resources newly hired faculty members perceive they need, identify gaps in their professional development, and guide redevelopment of the support program.\"},{\"question\":\"Which topics did the survey ask participants to reflect on during their first year?\",\"answer\":\"Orientation; building relationships; support for teaching, research, and service; and information about the tenure and promotion process.\"},{\"question\":\"How did the study define the group of participants for the needs assessment?\",\"answer\":\"Faculty hired into full-time positions at Mount Royal during the previous four years, including those in first academic appointments, those new to Mount Royal from other institutions, and those transitioning from part-time to full-time roles.\"}]","Support for New Faculty Members: What do They Perceive They Need? | PDF",1792087390,13]