This fall, students with freshly-minted doctoral degrees will transition into new roles in higher education. Throughout doctoral study, novice scholars learned how their degrees and titles would shape their identities and opportunities. As students, academic socialization introduced them to university culture, professional networking, and collegiate relationships, which prepare them for evolved roles of leadership, professionalism, and scholarship. Whatever position the student assumes following graduation, the new title of Doctor often manifests as greater expectations and challenges for professional growth.
Luckily, new doctoral graduates have cultivated skillsets to navigate the murky and unpredictable waters of higher education, but guidance from seasoned faculty and acculturation into the department and university help these scholars settle into their new identities.
New faculty members should be excited and confident as they transition into different roles. Their experiences and abilities have value and characterize their credibility. Yet some new faculty enter departments where expectations are as much oral tradition as written requirement. Engulfed by faculty with laundry lists of publications, presentations, and prestige, imposter syndrome tightens a quiet grip.
A collective effort from more senior faculty, as well as from departmental staff, eases the transition and guides the successful integration of new faculty. To encourage and reinforce a sense of belonging, even a simple comment such as “We’re glad you’re here” may shift a new hire’s thinking from imposter to colleague.
Seasoned faculty and departmental staff, however, may be unaware of the needs, uncertainties, and internalized frets new faculty experience. For some, 10, 20, or even 30 years may have passed since their initiation into a department. While the old haunt of “publish or perish” still echoes in academic hallways, other expectations in higher education have evolved. New faculty may not know the questions to ask, while current faculty are unsure of the needs to address. Conversations among colleagues are a great method for learning and developing relationships, but a few concrete actions from faculty will help new hires transition, integrate, and identify with the department.
To perceive a department as an instructional team could encourage a sharing mindset. Sometimes, intellectual property makes sharing difficult in higher education. But the value of exemplar documents, such as syllabi, a research agenda, or artifacts required for tenure and promotion processes, is priceless. Sharing templates, course texts, and access to online course shells, especially from diverse faculty members, exposes new faculty to flexibility—not to the “department standard” by which one must adhere. A sharing community could foster a sharing culture and collaborative atmosphere among new and senior department members and open opportunity for reflection and critique. A chat with a new colleague should lead to more than shared experiences, while fresh insight and new questions could inspire gentle, creative disruption across the department.
When it comes to course design, texts, and pedagogical questions, senior and probationary faculty are great resources for new members. They should also share expectations of and opportunities for committee service and department meetings—second-nature activities for seasoned faculty that could be unfamiliar to new hires. Another responsibility of department faculty is to introduce new members to the best university resources. Department and college administrative assistants are the gatekeepers of important needs, such as offices, printers, keys, and classrooms. Meeting responsive leaders such as librarians and instructional development staffers broadens opportunities for collaborative relationships beyond department walls. Introductions, however, may not be enough. Ensure new faculty understand the value of and know how to utilize the services these team members have to offer.
Clear department expectations and access to university resources are critical for the success of a new hire and help stave off imposter syndrome. Professional development, both within and beyond the instructional role, is yet another layer of personal and academic socialization. In doctoral programs, students learn the value of writing, presenting, and publishing. They abstractly associate these acts with promotion and tenure and scholarship—their opportunities to change the world. To write and to present are expectations, and in the university faculty role, these abstractions become reality. If local opportunities for new faculty to write or present, such as in newsletters or conferences, become available, share these options. Tools like conference announcement sites mentioned by Ex Ordo are great to get them started. Mentoring new faculty as they develop plans to write, present, and publish offers a chance to communicate expectations. The first year in a new position is overwhelming. All faculty must prioritize among effective teaching, evaluation, university service, and professional development. A department that helps new members strategize toward effective practices and participation guides future successes and encourages confidence.
Collaboration strengthens relationships among colleagues. Serving as a reviewer, offering to edit an article, or even presenting with a new colleague serves both parties professionally and personally. Though communicating opportunities to collaborate or present within the system is useful, taking the initiative to work with a colleague as a mentor is even more effective. If no option to present at a conference is available, guide new faculty toward volunteer roles. As a volunteer, they can still network for future collaborative opportunities. Within the department or across disciplines, ask new members to join existing collaborative scholarship and introduce them to writing and publishing tools like Think, Check, Submit, Elsevier Journal Finder, and EndNote Manuscript Matcher. Faculty members with similar interests should offer connections within professional associations and service opportunities. Taking time to discuss options for professional development reminds new hires of their value to the department and supports their confidence and growth as scholars. More importantly, conversations reinforce the humanity of the campus environment.
The life of an academic is consuming. Within the first weeks of a semester, faculty prepare to hibernate in their offices, braced for the nine months of hardship ahead. Coffee or lunch, therefore, in a relaxed atmosphere outside of the office, is a welcome reminder of humanness—of the power (and importance) to connect first as people and second as professionals. Such an invitation offers reprieve from academic life, demonstrates value, and remembers the broader community. Support, then, assumes many expressions. Publishing an article or sharing an afternoon coffee both fulfill needs that ensure the success of new faculty. A supportive department is a stronger department, and when support is shared across the university and community, a collective commitment to growth and sustainability will help the institution thrive.
Brooke Boulton is an assistant professor of English at Winona State University where her research focus is on writer identity. She earned her doctorate in education from Winona State in 2021. Dr. Boulton previously taught writing and literature courses for seven years at Rainy River Community College.
Danielle Tamke is an assistant professor of early childhood and elementary education at Winona State University. Her current research is based upon the impact of a growth mindset in elementary math instruction. Ms. Tamke previously served as the College of Education’s assistant director of assessment and taught elementary school.
Dr. Steve Baule is a faculty member at Winona State University (WSU), where he teaches in the Leadership Education Department. Prior to joining WSU, Baule spent 28 years in K-12 school systems in Illinois, Indiana, and Iowa, and two years teaching in the University of Wisconsin System. For the 13 years prior to moving to the university level, Baule served as a public -school superintendent. He has written 10 books on a variety of educational and historical topics and has served on the editorial boards for two journals. Baule earned an advanced diversity and equity certificate while in the UW system. He holds a doctorate in instructional technology from Northern Illinois University and a doctorate in educational leadership and policy studies from Loyola University Chicago.
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