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<p>This article explores the journey of a new faculty member in academia, beginning with their unexpected transition to faculty life and navigating the tenure-track process. It highlights challenges faced in the early years, with a focus on two contrasting teaching observations. The first observation, featuring unexpected feedback, raises questions about probationary committees and support for new faculty, while the second, marked by collaborative feedback and empathy, underscores the power of constructive engagement. The article provides recommendations for new faculty, encouraging them to foster a supportive community, maintain mentors, trust their instincts, and seek help when needed. Academic leaders, including probationary committee members, are advised to share resources, offer constructive feedback, promote a respectful culture, and actively support new faculty. Senior leaders should facilitate connections, mentorship, foster inclusivity, and review policies for equity, diversity, and inclusion. By implementing these recommendations, institutions can create a nurturing environment where new faculty members feel empowered and valued in their academic careers. This article contributes to the ongoing dialogue on improving the experiences of new faculty members and enhancing the academic culture in higher education institutions.</p>
</abstract>

This article explores the journey of a new faculty member in academia, beginning with their unexpected transition to faculty life and navigating the tenure-track process. It highlights challenges faced in the early years, with a focus on two contrasting teaching observations. The first observation, featuring unexpected feedback, raises questions about probationary committees and support for new faculty, while the second, marked by collaborative feedback and empathy, underscores the power of constructive engagement. The article provides recommendations for new faculty, encouraging them to foster a supportive community, maintain mentors, trust their instincts, and seek help when needed. Academic leaders, including probationary committee members, are advised to share resources, offer constructive feedback, promote a respectful culture, and actively support new faculty. Senior leaders should facilitate connections, mentorship, foster inclusivity, and review policies for equity, diversity, and inclusion. By implementing these recommendations, institutions can create a nurturing environment where new faculty members feel empowered and valued in their academic careers. This article contributes to the ongoing dialogue on improving the experiences of new faculty members and enhancing the academic culture in higher education institutions.

Navigating the Tenure-Track Journey: Reflections and Recommendations for New Faculty

International Journal of Human Resource Development: Practice, Policy and Research

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This article explores the journey of a new faculty member in academia, beginning with their unexpected transition to faculty life and navigating the...

Navigating the Tenure-Track Journey: Reflections and Recommendations for New Faculty

Online veröffentlicht: 16. Feb. 2024

Seitenbereich: 55 - 68

DOI: https://doi.org/10.2478/ijhrd-2023-0005

Schlüsselwörter
Tenure-track faculty, Career development, Teaching evaluations, Academia career, Faculty experience

© 2023 Candy Ho, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Navigating the Tenure-Track Journey: Reflections and Recommendations for New Faculty

Online veröffentlicht: 16. Feb. 2024

Seitenbereich: 55 - 68

DOI: https://doi.org/10.2478/ijhrd-2023-0005

SchlüsselwörterTenure-track faculty, Career development, Teaching evaluations, Academia career, Faculty experience

© 2023 Candy Ho, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Schlüsselwörter
Tenure-track faculty, Career development, Teaching evaluations, Academia career, Faculty experience