This is a phenomenological study focused on a small, suburban Florida College System institution that has implemented a three-year induction program for new faculty, as part of its professional development program. It is related to retention of new faculty through the first five years. This study was undertaken to define and exemplify professional development and how it is utilized by practitioners. Secondly, it outlines induction programs and what works best to retain skilled faculty in FCS institutions. Members of several cohorts of the induction program were asked to participate in the study and were interviewed about their experiences in the program and of professional development in general over the first year of their employment. Deep analysis of interview transcripts revealed the benefits of a structured, defined induction program including forming a group dynamic within the cohorts, establishing connections across the offices on campus, and creating bonds with mentors in the discipline. This study focuses on state college faculty and creating an atmosphere that encourages retention and inhibits attrition beyond five years. The key findings of this study show new faculty who participate in a college-sponsored, mandatory induction program relate three primary experiences: establishing connections with others across the college and understanding their own place within the institutional structure, enhancing engagement to the college through mentoring experiences, and increasing their skill in teaching and learning in modalities including fully seated classes, hybrid classes, and completely online classes. These experiences relate to the primary themes uncovered through deep analysis of the collected data.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2020-1938 |
| Date | 01 December 2021 |
| Creators | Terranova, Elizabeth |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations, 2020- |
Page generated in 0.0055 seconds