Showing papers in "Innovative Higher Education in 2011"
TL;DR: In this article, the authors describe a vision of sustainability research education and present an evaluative scheme for measuring its effectiveness and apply the scheme to two sustainability research-education projects in Switzerland to test its applicability and to identify achievements of the projects and the areas where improvement is needed.
Abstract: Readers are invited to imagine students helping to solve real-world sustainability problems brought to them by societal stakeholders and simultaneously learning about and contributing to sustainable changes in society. Effective sustainability research education engages students in just that. Higher education institutions are implementing this vision of education in entire curricula, individual courses, and extracurricular research activities. In this article, we build on the literature to describe a vision of sustainability research education and present an evaluative scheme for measuring its effectiveness. We apply the scheme to two sustainability research-education projects in Switzerland to test its applicability and to identify achievements of the projects and the areas where improvement is needed. Areas for improvement include collaboration between academics and practitioners, joint problem definition, and the guidance of students to participate successfully in collaborative, real-world projects.
165 citations
TL;DR: In this article, the authors argue that policy models of scale-up are often advocated in higher education but that they have a dubious history in community development and K-12 education and that higher education leaders should shirk policymakers' push to use a scaleup model of change.
Abstract: This article examines a common problem in higher education – how to create more widespread use of improved practices, often commonly referred to as innovations. I argue that policy models of scale-up are often advocated in higher education but that they have a dubious history in community development and K-12 education and that higher education leaders should shirk policymakers’ push to use a scale-up model of change. These thoughts are conceptual and are based upon a critical review of literature in community development and K-12, but I also draw upon empirical data in reviewing examples of widespread use of innovations in higher education.
104 citations
TL;DR: In this article, the authors examined the relationship between student engagement in college activities and student persistence in college and found that a higher level of social engagement was associated with an increased probability of persistence.
Abstract: Using data from two rounds of surveys on students in the Washington State Achievers (WSA) program, this study examined the relationship between student engagement in college activities and student persistence in college. Different approaches using student engagement measures in the persistence models were compared. The results indicated that the relationship between student engagement and the probability of persisting was not linear. Even though a higher level of social engagement was related to an increased probability of persisting, a higher level of academic engagement was negatively related to such probability. The findings have strong implications for educational research, policy, and practice.
98 citations
TL;DR: In this paper, the authors discuss the types of students who benefit from distance learning, the factors that prompt instructors to engage in distance learning and what instructors should know about distance education before they begin teaching with this kind of delivery.
Abstract: Whether our students are sitting in the room with us as we teach, sitting in their home listening, participating by video-conference, or answering discussion questions on an online platform, technology can play a pivotal role in student learning. In this article we discuss technology in higher education, specifically its role in hybrid or online formats. As Renard (2005) so eloquently stated, "No generation has ever had to wait so little time for so much information" (p. 44). Presented here is a discussion of the types of students who benefit from distance learning, the factors that prompt instructors to engage in distance learning, and what instructors should know about distance education before they begin teaching with this kind of delivery.
96 citations
TL;DR: In this paper, the authors report on a six-year study of the development of a peer mentoring program in which feedback is used to improve program implementation, and evidence from surveys of participants in the program shows that this process has significantly enhanced their experiences and that the effects of these benefits have increased throughout the life of the program.
Abstract: Peer mentoring programs are an important component in the strategy to enhance the first year undergraduate experience. The operation of these programs needs to be informed by evidence as to their effectiveness. In this article we report on a six-year study of the development of a peer mentoring program in which feedback is used to improve program implementation. Evidence from surveys of participants in the program shows that this process has significantly enhanced their experiences and that the effects of these benefits have increased throughout the life of the program. Moreover, participation in the program enhanced the leadership, communication, and organizational skills of the peer mentors.
91 citations
TL;DR: In this paper, the authors developed the concept of transformational partnership and illustrate how such an understanding has enriched the relationship between a particular university and a school system, showing how higher education institutions can think and work differently with other institutions, organizations, and groups to achieve mutual benefits.
Abstract: In this article we develop the concept of transformational partnership and illustrate how such an understanding has enriched the relationship between a particular university and a school system. Transformational partnerships are different in purpose, nature, and strategies from transactional partnerships. They are based upon genuine engagement and a focus on common goals and mutual benefits. In transactional partnerships each institution pursues its own goals with little consideration of mutual goals or shared purpose. The areas of community engagement, leadership, and transformational partnerships provided key concepts for analysing the case study showing how higher education institutions can think and work differently with other institutions, organizations, and groups to achieve mutual benefits.
88 citations
TL;DR: In this article, the authors examine the progress that has been made in understanding this critical area of faculty work and build on past research to consider how the conceptualization of faculty community engagement influences the kinds of questions we ask about it and the kind of recruitment, support, and professional growth we provide.
Abstract: Community engagement is one of the major innovations that has occurred in higher education over the last 20 years. At the center of this innovation are faculty members because of their intimate ties to the academic mission. This article examines the progress that has been made in understanding this critical area of faculty work. It builds on past research to consider how the conceptualization of faculty community engagement influences the kinds of questions we ask about it and the kinds of recruitment, support, and professional growth we provide. Implications of the study and for the practice of faculty community engagement are provided for researchers, administrators, and faculty members.
82 citations
TL;DR: A review of representative literature on inquiry-guided learning as well as guidelines for classroom and curriculum practice to address this confusion and to offer clarity can be found in this paper, where the Boyer Commission report is considered.
Abstract: Since the publication of The Boyer Commission Report (1998), inquiry-guided learning, has acquired a certain cachet and is often suggested as a universal answer for various teaching and learning ills, particularly in research universities. However, while the report focused on inquiry-guided learning, it defined the term only generally or chiefly by anecdote. Twelve years later confusion still exists about what inquiry-guided learning really is and how to do it, whether in a single course or across the curriculum. This article offers a review of representative literature on inquiry-guided learning as well as guidelines for classroom and curriculum practice to address this confusion and to offer clarity.
53 citations
TL;DR: This paper examined the differences in students' perceptions of a learning community when enrolled in an online or on-campus introduction to counseling course Participants were beginning graduate and advanced undergraduate students interested in pursuing a higher education degree in counseling.
Abstract: As institutions are moving towards offering more online and distance education courses, scholars have reported that instructors may have difficulty developing learning communities among students enrolled in these courses (DiRamio and Wolverton 2006) The purpose of this study was to examine the differences in students’ perceptions of a learning community when enrolled in an online or on-campus introduction to counseling course Participants were beginning graduate and advanced undergraduate students interested in pursuing a higher education degree in counseling Results indicated no significant difference in students’ perceptions of learning communities based on course format
52 citations
TL;DR: This paper investigated the challenges that sparked students' actions; the actions they took in response; and the benefits, if any, they gained from this experience, and used a content analysis of action research dissertations to prove stewardship.
Abstract: Debates about the education doctorate continue; and, while some individuals focus on the problematic, others work to distinguish this degree from the Ph.D. The author is part of the latter, and in this article I explain how faculty members at one university are using action research as a signature pedagogy to create stewards of practice, that is, school leaders who have the knowledge, skills, and dispositions to pinpoint educational problems, design solutions, and create effective change. A content analysis of action research dissertations was used to prove stewardship. I investigated the challenges that sparked students’ actions; the actions they took in response; and the benefits, if any, they gained from this experience.
40 citations
TL;DR: In this paper, the authors provide suggestions for leading assessment initiatives, garnering faculty support, and establishing a culture of assessment, organized around a four-frame model based on the premise that leaders must consider multiple perspectives to be successful.
Abstract: Regional accrediting bodies require evidence that higher education institutions are meeting their stated goals. Institutions have answered this call for accountability by assessing student learning. Managing change in order to implement assessment practices is a challenge, however, particularly when autonomy, academic freedom, and shared governance are involved. Leadership theories offer practical strategies for administrators instituting assessment-related change. Using these theories as a guide, this article provides suggestions for leading assessment initiatives, garnering faculty support, and establishing a culture of assessment. The suggestions are organized around a four-frame model based on the premise that leaders must consider multiple perspectives to be successful.
TL;DR: The Delphi study as mentioned in this paper explored 21st century competencies required in the next decade for faculty who currently teach in doctoral leadership programs in U.S. institutions, and found that there is a paucity of research specific to competencies necessary for faculty members who are currently teaching in such programs.
Abstract: Graduate and post-graduate programs were initially developed by universities to increase discipline-specific mastery. Faculty members impact both the content and quality of such programs as they are responsible for making it relevant in the current climate while also addressing the changes envisaged for society tomorrow. Although studies exist regarding faculty competencies in various disciplines and for preparing future faculty members, there is a paucity of research specific to competencies necessary for faculty members who currently teach in doctoral leadership programs. This Delphi study explored 21st century competencies required in the next decade for faculty who currently teach in doctoral leadership programs in U.S. institutions.
TL;DR: An objective way to measure whether curricula, educational programs, and institutions are learner-centered is described, which forms a snapshot of teaching that can be used in accreditation self-studies and for faculty development.
Abstract: We describe an objective way to measure whether curricula, educational programs, and institutions are learner-centered. This technique for benchmarking learner-centeredness uses rubrics to measure courses on 29 components within Weimer’s five dimensions. We converted the scores on the rubrics to four-point indices and constructed histograms that indicate how learner-centered courses are and which specific learner-centered components are used. We applied this benchmarking technique to a curriculum sample to illustrate how the data can be used and interpreted. These analyses form a snapshot of teaching that can be used in accreditation self-studies and for faculty development.
TL;DR: In this article, a large northeastern university implemented a critical thinking course for undergraduate students, combining insights from cognitive psychology and philosophy, which was designed to give students concrete strategies to promote self-regulated learning and ensure academic success, and the analyses were based on university warehouse data for three consecutive entering freshmen cohorts, resulting in a sample of 9,665 students, 1900 of whom had successfully completed the course.
Abstract: In the late 1980s a large northeastern university implemented a critical thinking course for undergraduate students. Combining insights from cognitive psychology and philosophy, this class was designed to give students concrete strategies to promote self-regulated learning and ensure academic success. The analyses in this study are based on university warehouse data for three consecutive entering freshmen cohorts, resulting in a sample of 9,665 students, 1900 of whom had successfully completed the course. Results show these students are more likely to be retained or to exit successfully by the second, third, fourth, and fifth year as compared to those students who do not complete the course.
TL;DR: Informal Science Education for Scientists: A Practicum as discussed by the authors was co-taught to graduate students in STEM-related fields by a scientist/engineer and a social scientist/humanist.
Abstract: We present results from a course, “Informal Science Education for Scientists: A Practicum,” co-taught to graduate students in STEM-related fields by a scientist/engineer and a social scientist/humanist. This course provides a structured framework and experiential learning about informal science education during a semester-long experience. The data collected across six years of the course (11 ≤ n ≤ 16 for each) provide strong evidence that the course has been effective in encouraging graduate students in STEM-related fields to feel more skilled at and confident with informal science education. Details are provided as to how manipulation of the course structure (i.e. making it project-based, emphasizing understanding audiences, stressing the iterative nature of design, and increasing evaluation research training) influenced the student outcomes.
TL;DR: In this article, a study was conducted to determine the perceptions of higher education faculty members concerning the application of the learning organization disciplines, as proposed by Senge (1990), in the university environment.
Abstract: The purpose of this study was to determine the perceptions of higher education faculty members concerning the application of the learning organization disciplines, as proposed by Senge (1990), in the university environment. The study surveyed 202 faculty members at the Hashemite University, one of the leading state universities in Jordan. Results of the study indicated overall moderate-to-high application of all the learning organization disciplines as indicated by their mean values, which ranged between 3.40 and 3.62 on a five-point Likert-type scale. Faculty members in this study recognize that they adequately master learning through professional development, challenge their mental models and assumptions to improve educational practices, have an individual vision that is harmonious with the organizational vision, work as teams, and value systems thinking. The article ends with several practical and theoretical recommendations.
TL;DR: In this paper, the authors describe a case study analyzing how a Faculty-in-Residence program fosters student engagement using Cox & Orehovec's typology to add granularity to the National Study on Student Engagement's criteria for student engagement.
Abstract: In this article we describe a case study analyzing how a Faculty-in-Residence program fosters student engagement. Using Cox & Orehovec’s typology to add granularity to the National Study on Student Engagement’s criteria for student engagement, we suggest best practices for the implementation of these in-situ faculty engagement programs.
TL;DR: In this article, the authors describe six hallmarks of high quality service learning and explain how these considerations guided the development of a Transitional Coaching Program (TCP) during the first three years of implementation.
Abstract: We describe six hallmarks of high quality service-learning and explain how these considerations guided the development of a Transitional Coaching Program (TCP) during the first three years of implementation. We have demonstrated that the TCP is acceptable, feasible, and sustainable. Improvements have been seen in the degree of impact on learning objectives, but statistically significant change has not yet been achieved. This project highlights the importance of looking beyond satisfaction and engaging in rigorous assessment of learning objectives and ongoing quality improvement through attention to best practices and evidence-based, continuous quality improvement.
TL;DR: This study describes the creation of an interciplinary graduate certificate program in healthcare policy and management and provides a detailed method for launching an interdisciplinary program.
Abstract: In response to a growing movement within higher education to provide interdisciplinary educational programs, this study describes the creation of an interdisciplinary graduate certificate program in healthcare policy and management. Building on prior research, we surveyed healthcare executives to examine their perceptions about the need for such a program and the importance of core subject areas. Drawing on our findings as well as the literature on “interactional expertise” and “wicked problems,” we provide a detailed method for launching an interdisciplinary program. Our process may be useful in guiding other institutions interested in setting up new interdisciplinary programs of their own.
TL;DR: In this paper, a mixed methods study investigated whether a theoretically based undergraduate course intervention measurably contributed to participants' competence as self-regulated learners and found that intervention participants experienced growth in the targeted self-regulatory constructs.
Abstract: In response to both problematic and extant gaps in Bachelor’s degree completion rates, this mixed methods study investigated whether a theoretically based undergraduate course intervention measurably contributed to participants’ competence as self-regulated learners. Respective quantitative and qualitative analyses of data collected from two samples showed that intervention participants experienced growth in the targeted self-regulatory constructs. Moreover, differential effects by race/ethnicity and gender were not observed. We conclude with a discussion of this study’s implications for institutions of higher education, pertinent considerations in designing and implementing this self-regulated learning intervention, and a review of the literature on effective practices for doing so.
TL;DR: In this paper, the authors discuss some of the factors that influence how faculty members and academic staff at Michigan State University connect their scholarly activities to external audiences and discuss the implications for practice and research.
Abstract: In this article we discuss some of the factors that influence how faculty members and academic staff at Michigan State University connect their scholarly activities to external audiences. Logistic regression was used to analyze data collected using an institutional-wide survey. Findings reveal that appointment type, discipline, and demographic attributes influence the type of engaged activities—teaching, research, and service—in which faculty members and academic staff are involved. We discuss the implications for practice and research.
TL;DR: The International Studies in Education program at the University of Iceland illustrates how one university is responding to global trends in higher education as discussed by the authors through a case study, which examined the significance of an innovative B.A. program, which is taught in English, aligned with values affirmed in critical multiculturalist scholarship, and designed to respond to demographic changes including a sharp increase in Iceland's immigrant population.
Abstract: The International Studies in Education program at the University of Iceland illustrates how one university is responding to global trends in higher education. Through a case study we examined the significance of an innovative B.A. program, which is taught in English, aligned with values affirmed in critical multiculturalist scholarship, and designed to respond to demographic changes including a sharp increase in Iceland’s immigrant population. The experience of students, teachers, and administrators raises important questions about institutional responsibilities, both local and global; about the role of English in an international studies program; about de facto segregation of students; and about the significance of local context in global trends in higher education.
TL;DR: In this article, the authors examined a student-centered course taught by the hevruta method, a dyadic approach that emphasizes text-based student discussions and found that students reported significant learning gains, both they and TA had to negotiate new instructional roles.
Abstract: As more faculty members utilize student-centered methods, we should also expect to see an increase in graduate teaching assistants (TAs) who are asked to co-teach these classes. However, little is written about the challenges TAs face and the adjustments they make when teaching student-centered courses. This study examined a student-centered course taught by the hevruta method, a dyadic approach that emphasizes text-based student discussions. Although students reported significant learning gains, both they and TAs had to negotiate new instructional roles. Based on student and TA feedback, strategies are presented to facilitate effective student learning in a student-centered course co-taught by TAs.
TL;DR: In this paper, the outcomes of a diversity workshop for college and university faculty hosted by the West Virginia Higher Education Policy Commission, Division of Science and Research are discussed, focusing on how participation in the workshop translated into practice at the faculty participants' home institutions.
Abstract: Although progress has been made, greater efforts are needed to promote faculty diversity at the college and university levels, especially in STEM fields. Thus, it is important to elucidate best practices both for increasing awareness of diversity issues pertaining to higher education and for implementing change. This article focuses on the outcomes of a diversity workshop for college and university faculty hosted by the West Virginia Higher Education Policy Commission, Division of Science and Research. More specifically, it elucidates how participation in the workshop translated into practice at the faculty participants’ home institutions.
TL;DR: In this article, an approach to teaching university undergraduates intentional self-development skills designed to promote self-generated goals, routines, and lifestyle choices is described. But the results of six original behavioral interventions, implemented in two James Madison University courses, provide initial support for the effectiveness of these instructional methodologies.
Abstract: This research documents the process and results of an approach to teaching university undergraduates intentional self-development skills designed to promote self-generated goals, routines, and lifestyle choices. These skills may provide effective behavioral foundations for developing metacognitive awareness, intentionality, and individual well-being. The results of six original behavioral interventions, implemented in two James Madison University courses, provide initial support for the effectiveness of these instructional methodologies.
TL;DR: The Georgia Association for Women in Higher Education asked me to deliver the keynote address for their annual state meeting, with a focus on the current status of women in higher education: challenges and strengths to moving forward.
Abstract: Several months ago, the Georgia Association for Women in Higher Education asked me to deliver the keynote address for their annual state meeting, with a focus on the “Current Status of Women in Higher Education: Challenges and Strengths to Moving Forward.” Over time, I have given time and small donations to various women’s advocacy and educational groups; but I must admit I have not been on the forefront of tracking women’s achievements and struggles. Developing my own career; mentoring graduate students (and others on campus who needed a listening ear); and tending two boys, a husband, and several family pets kept me busy. So, I found it interesting to do the background research for this talk. Below is a brief summary of my speech and an explanation of why I think the subject raises important questions for authors and readers of Innovative Higher Education. My talk centered on women’s earliest access to higher education, recent gains in enrollment and graduation, and current leadership in executive and administrative positions. We all know that women were excluded from formal education in the earliest years of higher education. The Georgia Female College of Macon, Georgia (now Wesleyan College) and Oberlin College in Ohio led the way in admitting women students in the 1830s, approximately 200 years after Harvard (1636) had enrolled its first class of males in an institution on a frontier that was to become the United States of America. The women’s colleges of the Northeast followed soon with the founding of Vassar (1865), Wellesley and Smith (1875), and Bryn Mawr (1884). The following100 years saw state colleges and private universities open their doors to women students, and enrollments and graduations increased at an accelerated pace according to the American Council on Education’s report about Gender Equity in Higher Education: 2010. Women’s share of baccalaureate enrollment and graduation is now close to 60 percent overall, and this percentage has remained consistent since 2000. From no participation to equal participation in a century is actually great progress. However, while the numbers highlight equity, they also conceal the struggle–legal, policy, and personal–that enabled this progress. Innov High Educ (2011) 36:145–147 DOI 10.1007/s10755-011-9184-x
TL;DR: In this article, the authors describe the experience in Spain of a specific collaboration between university teachers and school counselors, which used case-based approaches in a teacher training program, which ran for four years and involved 300 graduate students, two university teachers, and six school counselors.
Abstract: This article describes the experience in Spain of a specific collaboration between university teachers and school counselors, which used case-based approaches in a teacher training program. The collaboration ran for four years and involved 300 graduate students, two university teachers, and six school counselors. Three basic features enabled this collaboration: a) horizontal relationships, b) a spirit of mutual help and confidence, and c) autonomy. The outcome of the experience can be evaluated in terms of both the case-based teaching process itself and its impact on student learning and the professional development of teachers and counselors involved.
TL;DR: The Teaching Academy of the University of Georgia (UGA) as mentioned in this paper published Chalk Talk, a 192-page publication of thoughtful and innovative approaches to instruction used by UGA faculty from a wide range of schools and colleges.
Abstract: Do you want to reinvigorate the conversation about teaching and learning on your campus? Do you want the campus to learn new and innovative teaching tips from colleagues while letting students get a glimpse into the instructional practices of leading teachers? Consider inviting faculty members on your campus to submit “tips on teaching.” That’s just what the Teaching Academy of the University of Georgia (UGA) did, and the buzz on campus is rather amazing. “Who is in the publication? What did they say?” One featured writer told me that her copy of the book is now missing, so perhaps I should write an editorial for a future issue on the ethics of “borrowing” and not returning books! In fall 2009, the UGATeaching Academy chose to celebrate the 10th anniversary of the Academy with a publication on teaching. The Academy is an honorary group that selects its own members and promotes teaching and learning on campus through workshops; speakers; and, importantly, by featuring an annual 3-day symposium on a topic important to the University community. Approximately 10 members are selected annually, based on nominations from academy members and others committed to teaching and learning. (The url below provides information on the Academy.) This project was spearheaded by Loch Johnson, an inaugural member of the Academy and Regents Professor of Public and International Affairs, and Provost Jere Morehead, a Meigs teaching award winner and a member of the Teaching Academy. Provost Morehead provided the financial support for publishing the book. As a side note, the Meigs Distinguished Teaching Professorship is UGA’s highest award for teaching and carries a permanent salary increase, which is quite a nice benefit in these tight economic times! Professor Johnson invited the members of the Academy, which consists of over 100 faculty members, and the winners of the Russell and Meigs teaching awards to write essays of 1000 words or less explaining a particularly useful teaching practice. The deadline for submission was tight, less than 8 weeks. Amazingly, 69 faculty members accepted the invitation; and the result was Chalk Talk, a 192page publication of thoughtful and innovative approaches to instruction used by UGA faculty from a wide range of schools and colleges. Innov High Educ (2011) 36:1–2 DOI 10.1007/s10755-010-9172-6
TL;DR: In this paper, Adrianna Kezar examines the best way to achieve broader reach of improved practices in highereducation and cautions against the use ofsimplistic scale-up models, which basically take a successful innovation from a localsetting and then apply it to other places with little consideration for differences in context.
Abstract: In this issue of Innovative Higher Education, Adrianna Kezar examines the followingquestion. “What is the best way to achieve broader reach of improved practices in highereducation?” At the outset, she notes that policymakers and the general public increasinglyexpect post-secondary institutions to achieve broad national goals quickly and effectively bythe adoption of programs and practices (often funded) that have been “successful” in anotherplace, a practice known as “scale-up.” In conclusion, she cautions against the use ofsimplistic scale-up models, which basically take a “successful” innovation from a localsetting and then apply it to other places with little consideration for differences in context.Followingthefailureoftop-downapproachestobringaboutdesiredchangesandoutcomes,the idea to “scale-up” caught the interest of grantors, policymakers, and educators. However,the history of scale-up innovations in k-12 is not one of success; in fact, Kezar uses the term“dismal record.” She elaborates that the adopters need to consider the concepts of depth,sustainability, spread, and ownership in order for scaling up to be effective. For change to belong-lasting, educators must attend to rewards, cultural norms, and capacity. In the end, sheconcludes that the lessons and practices of social movements and the concepts of mutualadaptionaremoreappropriateforconsiderationthanthe practicesassociated withscalingupifhighereducationistoachievebroaderadoptionofchange.Kezar’sanalysisoftheexpansionofservice learning from 200 colleges to over 3000 colleges in less than a decade provides usefulinsight for administrators considering the adoption and expansion of innovations.Kezar’s article intrigued me as I spend quite a bit of time in meetings and discussions ofhigher education problems and opportunities at the state and university level. Often theconversation will turn to the internal bureaucratic barriers to change, the lack of funding forinnovation, and sometimes the lack of interest by the constituents who must embrace andimplement new ideas and practices. Occasionally, participants will point to a successfulprogram or process at a peer or aspirational institution; and then we muse about how thatwill or will not work here. On the flip side, someone will propose that we have a successful
TL;DR: The University of Georgia Faculty Orientation as discussed by the authors was held in the fall of 2011 to ease the transition of new faculty members to another college or university by covering a wide variety of topics in short modules.
Abstract: It’s that time of year again. Across small and large, urban and rural, commuter and residential institutions, students and faculty are preparing for the beginning of the academic year. Syllabi are updated, enrollments confirmed, classrooms assigned, faculty meetings set, students advised, committees formed, and the list goes on. During the summer months, some faculty members travel to distant locations for research or vacation. Others teach courses on campus or lead study abroad. I always imagine that some enjoy 8–10 weeks of leisure, reading novels and exploring new hobbies and recreation. I have yet to find that person of leisure; instead, all are busy trying to balance faculty work with personal or family time. A small percentage of the faculty are not “returning”, but rather they are “beginning”— either launching or relocating a career to another college or university. For these new arrivals, no matter how seasoned, the new location may be both exciting and frustrating as they encounter new colleagues, policies, practices, students, and culture—only the disciplinary or professional knowledge remains constant in this new location. Like many other institutions, the University of Georgia attempts to ease the transition with a faculty orientation held in the fall. These new colleagues represent various types of appointments: tenured and tenure track, lecturers, public service faculty, research associates, and so on. With 15 colleges and schools, representing virtually every discipline, field, and profession, the mix of new faculty joining the University of Georgia annually is quite diverse. Accordingly, in the orientation, we cover a wide variety of topics in short modules presented by the responsible head/leader (e.g., faculty governance, research, instruction, technology, Center for Teaching and Learning, legal affairs). If a session is totally unrelated to the faculty member’s interest, at least it is short; and everyone hears a brief overview and is pointed in the direction of web resources and people resources. Apparently, the topics were mostly relevant, for at the end of the day, the 100-plus new faculty members remained enthusiastic; and, at the reception, the deans and other administrators mixed happily among the new recruits. I did notice that a majority of the new faculty were part of Generation X (1964–1980). So, I was pleased that we had a member of our Teaching Academy to present on work/life Innov High Educ (2011) 36:287–289 DOI 10.1007/s10755-011-9196-6