Abstract

Similar to faculty development offerings at many other North American post-secondary institutions, the University of Alberta in Canada has traditionally delivered orientation style activities and short professional development programs to faculty members that primarily focus on teaching techniques. While this type of professional development has been shown to play an important element in the enhancement of teaching, much of the literature also stresses the need for learning opportunities that encourage reflection as well as time for practice and experimentation. Therefore, building upon programs and services already in existence, and in alignment with the University of Alberta’s new academic vision, a formally structured teaching program, called the new professor Teaching program, was developed for use with new faculty. The purpose of the program was to engage new professors in the understanding of the academic scholarship of teaching and to provide an environment that supported and encouraged innovation in their teaching. A research study was undertaken to understand how the new professor Teaching program engaged newly hired faculty in reflection and whether it stimulated inquiry about their teaching. The findings of the data collected from the participants in the program indicated that it was a success and overwhelming viewed it to be of value.