CAT's Support of New Faculty Members:
A Short List of Priorities

In November 2004, the Center staff met with members of its Faculty Advisory Group and 1st- and 2nd-year faculty members to discuss ways in which the Center could better support and serve new faculty members in their first few years at Xavier.

In January 2005, each Center staff member identified those items in the list that he or she considered most important. This list was discussed by the staff and whittled down to a subset of highest priorities items.

Finally, in March 2005, the staff developed a plan of action for each goal. In late spring 2006, the Center staff will review the extent to which it achieved these goals.

Ask new faculty often, "How is your class going? What could we do to make your work better or help you stay fresher?"

Consider offering Joe Byrd's workshop on "Classroom Management" and the student handbook; what is the University policy on, for example, the disruptive student?

Continue to encourage new faculty members to participate in Course Portfolio Working Group (CPWG); have events outside of CPWG for new faculty members, but without any "assignments;" it's nice to have a group to share experiences (e.g., How do we adapt to culture of Xavier?)

Provide faculty opportunities to learn about or investigate theories of teaching and learning and assessment

Survey new faculty at end of year: (1) Biggest challenge? (2) What CAT activity or event was most useful to you and should be offered again next year for first-year (and other) faculty? (3) What would you like to see added to CAT's support for new faculty?

Continue to provide release time to first-time teachers (this is currently under the direction of the Office of the Senior Vice President for Academic Affairs)

Introduce new faculty members to the student evaluation; promote use of mid-semester evaluations

Have breakfast get-togethers with CAT and veteran faculty; have informal meetings to discuss the structure of the University; be sure to have a "theme"

Create a list of faculty who are open to having other faculty observe their classes; include information about the class, teaching style, etc.; Provide a list of faculty who will allow visitors to see them teach; if someone's doing something particularly interesting, list this information