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This article describes strategies to help novice faculty developers successfully adjust to their new profession and be effective in what they do. These approaches suggest that new developers may be better informed than they think they are, but will need to be prepared to make choices about what they do; deal with the challenge of limited resources; anticipate the unexpected; and recognize that their office may be perceived by faculty members as a safe place. Differences between the roles of faculty member and faculty developer are indicated. Additional suggested strategies include using publications, making the faculty development office visible, keeping higher administrators informed, building strong relationships within the academic community, and taking advantage of such organizations as the Professional and Organizational Development Network in Higher Education (POD) and the Society for Teaching and Learning in Higher Education (STLHE). The author suggests that effectiveness in faculty development can contribute to the building of community in the academy.