부산대학교 도서관

When experienced faculty join a new institution, the questions they have about their teaching are less general and more nuanced than those brand new to the academy. New, experienced faculty have to work to adapt established teaching pedagogy based on the needs of students within the new culture as well as manage their own particular transition issues. Out of our year-long new faculty transition seminar, six of us, together with the group's facilitator, formed an interdisciplinary learning community composed of experienced faculty members new to the institution for the purpose of leveraging our expertise. This process became a very productive tool for expanding and improving our own teaching and developing our sense of belonging to the institution. The outcome of this process is that the interdisciplinary members of the learning community were able to provide valuable feedback at an appropriate level that was formative and that focused on teacher-student interaction and classroom environment rather than course content. This faculty learning community could be adapted by other institutions either as a supplement to a faculty transition program or across campus if one is not offered to enhance the first-year experience for faculty. [ABSTRACT FROM AUTHOR]