As faculty developers, I believe it is crucial that we continue to engage in teaching while we develop and support other faculty members. By remaining active in the classroom, we ensure that we do not lose sight of the challenges and rewards that come with teaching. This hands-on experience allows us to stay connected with the realities of student interactions, curriculum implementation, and classroom dynamics. It also helps us maintain a practical perspective, enabling us to provide more relevant and empathetic support to our colleagues. Balancing our roles as both educators and developers ensures that our strategies and recommendations are grounded in current, real-world teaching experiences, fostering a more effective and authentic professional development environment.
To that end, recently, a friend suggested that I teach at a particular college. Intrigued by the opportunity, I decided to give it a try. Having been through faculty onboarding processes before, I felt confident in my ability to navigate the initial stages. However, what I encountered was far beyond anything I had experienced. The onboarding process was a maze of content overload, heavy text, and nitpicky details that seemed designed more to validate someone’s meticulousness than to genuinely support new faculty members and learning experiences.
From the moment I opened the onboarding email, I felt overwhelmed. Pages upon pages of dense text greeted me, filled with information that was neither engaging nor directly relevant to my role as an educator. Instead of a streamlined introduction to the college’s culture, resources, and expectations, I was bombarded with minutiae that seemed to serve little purpose other than to showcase the thoroughness of the documentation. It became clear that this process was more about making someone feel good about what they had created than about facilitating a smooth transition for incoming faculty.
What struck me even more was the college’s professed commitment to diversity, which seemed to be more lip service than a lived reality. Despite their emphasis on diversity in their mission statement and promotional materials, the onboarding process did very little to demonstrate an understanding or appreciation of this principle whether it was neurodiversity or ethnic diversity. There were no significant efforts to address the diverse backgrounds and needs of the faculty, nor were there any meaningful discussions or resources dedicated to fostering an inclusive environment. It was a stark reminder that true diversity is about more than just words; it requires action and genuine effort to create an inclusive and supportive atmosphere for everyone.
The experience got me thinking about the true purpose of faculty onboarding. At its core, onboarding should be about equipping educators – new or seasoned – with the tools, knowledge, and support they need to succeed in their new environment. It should be welcoming, informative, and above all, practical. Unfortunately, what I encountered was the opposite – a bureaucratic exercise in overkill that left me feeling more exhausted, frustrated, and annoyed than prepared.
As faculty developers, we have a responsibility to consult on and ensure that onboarding processes are efficient, effective, and empathetic. We must strike a balance between providing necessary information and overwhelming new faculty with unnecessary details. Our goal should be to create an onboarding experience that is supportive, streamlined, and focused on empowering educators to thrive in their new roles.
Reflecting on my recent experience with a less-than-ideal onboarding process, it became clear that there are fundamental principles that should guide effective faculty development. Here are some key reminders to ensure a supportive and efficient onboarding experience for new educators:
Care Equally about Faculty as You Do For Students
Just as we prioritize the well-being and development of our students, we must extend the same care and support to our faculty. A supportive environment fosters growth and retention. Faculty members are the backbone of any educational institution, and their success directly impacts student outcomes. By showing genuine care for their professional and personal well-being, we create an environment where faculty feel valued and motivated. This includes providing resources for professional development, offering mentorship opportunities, and ensuring their voices are heard and respected. Faculty can always sense the imbalance between faculty and student well-being in the online environment, as the emphasis often skews heavily towards student support while neglecting the equally important needs of educators.
In my experience, the balance was significantly uneven, demonstrating none of the above principles. The focus was heavily skewed towards student support, neglecting the equally important needs of faculty. Despite prioritizing the well-being and development of students, the same level of care and support was not extended to us as faculty members. This imbalance was evident, as I often felt undervalued and unsupported, lacking resources for professional development, mentorship opportunities, and a platform for my voice to be heard. Such neglect directly impacted my motivation and effectiveness, ultimately affecting student outcomes. Ensuring a supportive environment for both students and faculty is crucial for the success and growth of any educational institution.
Less is More
Streamline the onboarding content to focus on essential information. Overloading new faculty with excessive details can be overwhelming and counterproductive. Instead of inundating them with an avalanche of information, prioritize what is truly necessary for them to get started. This approach not only helps them absorb the crucial points more effectively but also reduces the cognitive load, allowing them to feel more confident and less stressed as they transition into their new roles.
In my experience, the onboarding process was overwhelming due to excessive information with unclear benefits. Instead of focusing on essential details, I was inundated with an avalanche of information that made it difficult to absorb the crucial points. This approach not only increased my cognitive load but also left me feeling stressed and less confident as I transitioned into my new role. A streamlined, prioritized onboarding would have been far more effective in helping me get started.
Consider the Important Basic Behavioral Tasks
Prioritize fundamental tasks and provide clear, concise instructions. Ensuring new faculty can navigate their immediate responsibilities sets a solid foundation for their success. Start with the basics – how to access their email, navigate the learning management system, and understand their teaching schedule. By focusing on these essential tasks first, you help new faculty members build a solid operational foundation, making it easier for them to handle more complex responsibilities as they become more comfortable in their new environment.
In my experience, task-oriented teaching requires the establishment of specific behavioral patterns like checking email in the morning, responding to students, and meeting specific grading or ungrading deadlines. However, I found that there was no opportunity to develop these patterns due to the overwhelming amount of busy work. Instead of focusing on non-fundamental tasks, over-navigating the learning management system, and nineteen-page handouts, I was bombarded with excessive and non-essential activities. This prevented me from building a solid operational/behavioral foundation, making it difficult to manage more complex responsibilities effectively.
Provide HR and Job Function Information Separately
Separate aministrative details from job-specific guidance to avoid confusion and allow faculty to focus on their primary responsibilities without unnecessary distractions. Administrative information, such as benefits, payroll, and compliance training, should be clearly segmented from teaching-related guidance. This clear distinction helps new faculty members efficiently navigate both sets of information without feeling overwhelmed, ensuring they can focus on their teaching duties and integrate into their roles more smoothly.
I have taught for years; as I am sure many of you reading this have as well. This was the first time my activity in a training was directly tied to essential HR processes, such as accessing direct deposit and other necessary resources. I had to complete specific activities in the training before gaining access to things like direct deposit. This link between training tasks and crucial HR functions was unexpected and added pressure, as my ability to manage basic logistical needs was contingent on completing the training activities. This approach made the onboarding experience more stressful and challenging than it needed to be.
Treat Professionals Like Professionals, Not Children
Recognize the expertise and experience that new faculty bring to the table. Respecting their professionalism promotes a positive and collaborative onboarding experience. Faculty members are highly educated and skilled professionals who deserve to be treated with respect and dignity. Avoid patronizing or micromanaging them. Instead, foster a culture of trust and autonomy, where faculty members are encouraged to use their judgment and expertise. This respect not only boosts morale but also encourages innovative and independent thinking, which benefits the entire institution.
The hierarchy was evident, and a clear power dynamic was in place. It felt like there was an unspoken message: “When you are at our level, we will let you know.” This hierarchy created a distinct barrier between new faculty and the established administration, making it difficult to foster a sense of community or engage in collaborative practices. This dynamic worked against creating an inclusive environment where new faculty could freely share their ideas, ask questions, and feel supported. Instead of promoting collaboration and mutual respect, it reinforced a divide that stifled open dialogue and innovation. By not recognizing the professional expertise and experience that new faculty bring, the hierarchy hindered the development of a supportive and cohesive community, ultimately impacting the overall effectiveness and morale of the institution.
Neurodivergent Specific Modifications
Faculty developers play such a key role in supporting neurodivergent faculty, and this support is crucial for several reasons. Neurodivergent individuals often face unique challenges in traditional work environments, including differences in communication styles, sensory sensitivities, and varying organizational needs. By providing targeted support and resources, faculty developers can help create a more inclusive and accommodating environment that recognizes and leverages the strengths of neurodivergent faculty. Additionally, supporting neurodivergent faculty is important because it promotes diversity and inclusion within the academic community. Diverse perspectives and approaches can lead to innovative teaching methods, research insights, and problem-solving strategies that benefit the entire institution. Moreover, by fostering an inclusive environment, faculty developers can enhance job satisfaction, reduce turnover, and support the professional growth of all faculty members. This commitment to inclusivity not only improves the well-being of neurodivergent faculty but also enriches the learning experiences of students and strengthens the overall academic community. To that end, here are some additional ideas to help faculty developers improve the faculty onboarding process.
- Start with Welcome Culture: Starting with the welcome in mind and creating a culture of acceptance of neurodiversity in higher education is essential for fostering an inclusive and supportive experiences. Welcoming practices begin with a proactive approach to understanding and embracing the diverse neurological profiles of people. This involves not only recognizing but also valuing the unique strengths and perspectives that neurodiverse individuals bring to the academic community. On the podcast “Tea for Teaching,” episode 313, Liz Norell provides excellent examples of creating a culture of welcome and acceptance. She highlights strategies that can be implemented in higher education to foster an inclusive environment.
- Provide clear, concise instructions: Use simple, direct language, such as “Please complete the attached form by filling in your contact details and job history.” Break tasks into smaller, manageable steps like “Step 1: Open the attached form. Step 2: Fill in your name and contact information. Step 3: Save the form.” Additionally, offer visual aids, infographics, or videos, such as a short tutorial video demonstrating how to fill out the form, to complement written instructions.
- Minimize overwhelming details: Prioritize essential information by providing a checklist of critical tasks to be completed during the first week, such as setting up email and attending the orientation meeting. Avoid information overload by sending daily or weekly emails with a limited number of tasks instead of a comprehensive list at the beginning.
- Offer feedback in various forms: Provide feedback in alternative formats, such as recording a short video or audio message with feedback on completed tasks instead of sending lengthy written comments. Use visual cues, like highlighting sections of a document that need revision using colored markers or annotations, to make feedback clearer and more accessible.
- Allow for alternative deadlines: Accommodate different working styles by allowing employees to choose from multiple deadlines within a given time frame, such as completing a task by the end of the week instead of a specific day. This flexibility ensures that neurodivergent employees can work at their own pace and feel supported in meeting their goals.
To summarize, onboarding, especially in online spaces, is a crucial aspect of faculty development, serving as the foundation for new educators’ integration, growth, and long-term success within the academic community. Effective faculty onboarding is an important component of fostering a positive and productive educational environment. By streamlining content, prioritizing fundamental tasks, and caring equally about faculty as we do for students, we can create an onboarding process that truly supports and empowers new educators. Separating administrative details from job-specific guidance helps reduce confusion, while treating professionals with the respect they deserve ensures a collaborative and respectful atmosphere.
As faculty developers, it is our responsibility to create onboarding experiences that not only welcome new faculty but also set them up for long-term success and satisfaction in their roles. Furthermore, we owe it to our students to provide them with faculty that reflect the same diversity they do, particularly in terms of neurodivergence and ethnicity. Two aspects that are underrepresented together or separately. By fostering an inclusive environment from the start and thinking intentionally professional development opportunities, we ensure that all faculty members feel valued and supported, which in turn enhances their ability to contribute effectively to the academic community. This representation is crucial for creating a rich, diverse learning environment where all students can see themselves reflected in their educators and feel a sense of belonging and acceptance. Because the goal continues to be: building a stronger, more cohesive academic community that benefits both educators and students alike.
Courtney Plotts, PhD, is an author and speaker, and former national chair of CASEPS. She is also the founder of Neuroculture.
References
Caldwell, C., & Rutledge, T. (2023). New faculty onboarding: An opportunity for connection and commitment. Business and Management Research, 12(2), 14. https://doi.org/10.5430/bmr.v12n2p14
Furedi, F. (2005, May). Treat employees like adults. Harvard Business Review. https://hbr.org/2005/05/treat-employees-like-adults
Gupta, A., & Gomathi, S.(2018). Influence of human resource practices on faculty’s intention to stay in higher education management institutes. International Journal of Business Excellence, 15(2), 256. https://doi.org/10.1504/IJBEX.2018.091915
Joseph, B. (2024, May 7). In staff professional development, less is more: The key ingredient missing from most PD sessions. Education Week. https://www.edweek.org/leadership/opinion-in-staff-professional-development-less-is-more/2024/05
Kohan, M., Changiz, T., & Yamani, N. (2023). A systematic review of faculty development programs based on the Harden teacher’s role framework model. BMC medical education, 23(1), 910. https://doi.org/10.1186/s12909-023-04863-4
Melnyk, B. M., & Click, R., E. (2024, May 13). Creating and sustaining wellness cultures for faculty, staff, and students to thrive. Higher Ed Today. https://www.higheredtoday.org/2024/05/13/wellness-cultures-for-student-success/
Norell, L. (Guest). (2024). Supporting neurodiverse students and faculty [Audio podcast episode]. In J. F. Kane & R. L. Santore (Hosts), Tea for Teaching. http://teaforteaching.com/313-supporting-neurodiverse-students-and-faculty
