Abstract
This dissertation examines the role of new faculty members in a for-profit career college in the Midwest. New faculty members may not have any pedagogy or teaching method training but are content experts in the material of the course. Traditionally, higher education faculty members are not required to have the teaching method training required of primary and secondary school teachers. Higher education faculty members are prepared for the content that they teach in the classroom but not the methods in which to conduct the teaching. The study conducted both surveys and interviews to determine the training needs of faculty members as identified by faculty members. The training needs identified from these methods can be categorized as preparedness for classroom, basis for lessons, and suggestions for a new faculty member preparation program. The theme of preparedness for the classroom indicated that all faculty members felt overwhelmed upon starting and many stated they were in a survival mode for the first few months. Another theme that emerged was faculty members focusing on only one topic because of the student interest in that topic. From these themes arose a new faculty member preparation program plan with an emphasis on writing lesson plans, conducting observations, and incorporating a mentorship program. Further research is suggested after incorporating a new faculty member preparation program to determine the effectiveness of this program. Elements of this program would include student engagement, assessment techniques, and lesson planning. This research would be done through surveying and interviewing the students as well as observing the classrooms. Upon completion, the new faculty preparation program can be reassessed and changed as necessary. This will provide well-prepared faculty for their teaching positions in higher education.|Keywords: Faculty, higher education, pedagogy, engagement