By Donald Kennedy

Analyzing educating, graduate education, learn, and their moral context within the learn collage, Donald Kennedy, former President of Stanford collage and presently a college member, means that significant reform can't happen till extra rigorous criteria of educational accountability are embraced via either school and the management. With imaginative and prescient and compassion, he deals an enormous antidote to fresh assaults from with no that decry the collage and the professoriate.

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Decision-making: how decisions are made and the extent and quality of faculty involvement in decision-making processes. • Risk tolerance: the degree to which faculty are encouraged to be in­ novative and take risks. • Communication: how communication (formal and informal) flows and how information is shared a:q1ong members of the institution. • Community: the extent to which faculty members feel connected to one another and the level of trust and collegiality enj oyed among them. The Importance of Understanding the Effects of Culture Schoenfeld and Magnan, among others, emphasize the point that any new faculty member must be comfortable within a particular cultural milieu before he or she can hope to function successfullyY And in order to achieve that necessary level of comfort and "fit," some sleuthing is needed N E W F A C U LT Y 10 OBSERVING INSTITUTIONAL CULTURE Each institution has its own particular culture, although it is shaped by the broader academic culture.

He or she seeks answers to questions about how other faculty manage their time, about where to go for support and re­ sources, and perhaps about the standards or criteria by which faculty mem­ bers in the unit are evaluated. The third stage in the faculty socialization process, according to a num­ ber of writers on the topic, is that of" adaptation:' At this point, the new­ comer works to reconcile whatever contradictions may exist between early expectations and subsequent on-the-job experiences, those involving the work itself, relations with colleagues, and the environmental climate of the institution as a whole.

What happens in the absence of an institutionally sanc­ tioned program, it is alleged, is that senior colleagues hesitate to volunteer F A C U LT Y M E N T O R I N G 27 IT SHOULD B E OKAY TO ASK QUESTIONS . . New faculty members should be encouraged to ask questions and solicit in­ formation wh�n they need it. Especially if there is no formal faculty devel­ opment program in place to assist newcomers, and you need answers, no good purpose is served by pretending otherwise. Secretaries and administrative assistants of various sorts are an invaluable source of information.

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