Faculty Development

The Office of the Provost at York College supports the professional development of faculty colleagues in their multiple roles as scholars, teachers, and members of the University, the College, and the wider Queens and New York community.

Our mission is to:

  • assist new and under-represented faculty in all disciplines in developing and advancing their careers, particularly as they work toward tenure and promotion;
  • support activities that showcase the experience and expertise of faculty at every stage of the career – early, mid-career, and senior;
  • support activities by mid-career faculty seeking to transition to the next level of their academic career at York, either as full professors, administrators, or other opportunities;
  • provide opportunities for faculty dialogue, development, and renewal.

The Office of the Provost has developed several campus-wide programs and services, including: YC Prof 101 (i.e., new faculty orientation), the Provost Lecture Series, networking opportunities within the CUNY system, workshops and seminars on teaching and learning excellence, and departmental mentoring programs.  Frequent partners and co-sponsors of these programs include the Office of the CUNY Vice Chancellor for Research, the Office of Research and Sponsored Programs, and the Center for Excellence in Teaching and Learning (CETL).  All faculty colleagues are encouraged to participate in these programs and services.

In consultation with faculty, the Office of the Provost is seeking to institutionalize awards for teaching excellence, outstanding research, and/or exceptional service to the College.

For further information or ideas to share, please feel free to contact Dean Donna Chirico, or Assistant Provost Holger Henke.

Links:

Eight lessons: Becoming the Great Teacher You Already Are by Mary A Armstrong

Best Teaching Practices - Office of Academic Affairs

How Your Grant Proposal Compares By David A. Stone

The Five Characteristics of Successful New Faculty Members by Rob Jenkins

Harton, H. C., “ Doing It All: How to Teach Rigorous Courses, Advance Research Knowledge, and Be an Indispensable University Citizen (Without Losing Your Mind),” Council on Undergraduate Research Quarterly, v. 29 no. 1 (Spring 2008) p. 18-22

Hessler, K., et. al., “ Student Evaluations: Advice for Novice Faculty,” Journal of Nursing Education, v. 47 no. 4 (April 2008) p. 187-9

Baldwin, R., et. Al., “ Mapping the Terrain of Mid-Career Faculty at a Research University: Implications for Faculty and Academic Leaders,” Change, v. 40 no. 5 (September/October 2008) p. 46-55

Stes, A., et al., “ Student-focused approaches to teaching in relation to context and teacher characteristics,” Higher Education, v. 55 no. 3 (March 2008) p. 255-67

Harnish D. and Wild, L., “ Mentoring Strategies for Faculty Development,” Studies in Higher Education [serial online]. January 01, 1994;19(2), p191-201

Encouraging Mid-Career Professional Development,” University of Washington – Center for Institutional Change.

The American Chemical Society has begun to post a short video series called: "Publishing Your Research 101"

Articles:

Roger G. Baldwin, "Making Mid-Career Meaningful," The Department Chair 16(2) (Fall 2005): 14–16

Anthony G. Picciano, “Blending with Purpose: The Multimodal Model,” Journal of Asynchronous Learning Networks, Volume 13: Issue 1, p7–18

Nancy Mills, “Now that I’m Tenured, Where do I go from here” The Vitality of mid-career faculty,” Council on Undergraduate Research Quarterly, (June 2000), p181-183

Mary Deane Sorcinelli, “Principles of Good Practice: Supporting Early-Career Faculty. Guidance for Deans, Department Chairs, and Other Academic Leaders,” (Washington, DC: American Association for Higher Education 2000)

Robert Boice, “Active Waiting,” taken from Chapter 2, Wait (Rule 2), in First-Order Principles for College Teachers: Ten Basic Ways to Improve the Teaching Process.

Robert Boice, “Advice for New Faculty Members,”

Promotion 101 (University of Colorado, School of Medicine),

Robert D. Woodberry and Howard E. Aldrich, “Planning and Running Effective Classroom-Based Exercises,” (Univ. of North Carolina, Chapel Hill, Dept. of Sociology),

Rebecca Brent et al., “New Faculty 101: An Orientation to the Profession,” (31st ASEE/IEEE Frontiers in Education Conference, October 10–13, 2001 Reno, NV),

Mary Deane Sorcinelli and Jung H. Yun, “Finding a Mentor,” in: Advocate (National Education Association), Vol. 26 No.5 (April 2009), p.5-7.

Mary Deane Sorcinelli and Jung H. Yun, “Mutual Mentoring Guide,” (Office of Faculty Development, University of Massachusetts – Amherst).

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