The New Faculty Academy (NFA) concept emerged from JMU’s response to the COACHE survey of 2012 and the subsequent COACHE Task Force report and recommendations. Key data points and task force recommendations focused on the need to improve the mentoring of new faculty and to provide additional career development support. The NFA concept recognizes the need for new faculty orientation to go beyond one day before the fall semester and focus more comprehensively on professional development while also providing faculty with the information they need, when they need it, during their first year. This includes early career support for their progress toward promotion and tenure—or consistent re-appointment, in the case of RT faculty. The NFA Task Force, in collaboration with Academic Council and the Faculty Senate, established criteria for the selection of NFA participants from among new faculty members. Applying these criteria, the academic deans nominate new faculty to each year's NFA cohort.

Structured Sessions - Email for information about registering.

New Faculty Academy Workshop 6: Draft a Professional Development Plan.

Thu, Feb 15, 8:00-9:30 AM in Student Success Center room 3202, or

Fri, Feb 16, 12:30-2:00 PM in Rose Library room 3311

Building on the previous sessions, this workshop guides participants through the creation of a comprehensive professional development plan: A document that maps out faculty goals in teaching, scholarship, and service (and possibly other roles faculty have taken on) for the next 3-5 years, formulates observable, achievable, and timed deliverables, and identifies support needs to achieve the deliverables. 

Facilitators: Andreas Broscheid, Ph.D., Center for Faculty Innovation, and Political Science, and others to be announced.

Sponsor/Partner:  Office of the Provost

Peer Mentors

The goal of NFA mentoring is to provide a safe, supportive, collegial environment in which to explore a range of issues common to the first-year faculty experience. NFA Participants will be assigned a peer mentor purposefully selected from outside the faculty member’s home department.  Our vision of NFA mentoring follows the mutual-mentoring model in which new faculty create a network of relationships that include peers, near peers, tenured faculty, unit leadership and other administrators, librarians, students, etc. Thus, the NFA peer mentors complement the network of relationships first-year faculty require to succeed, including departmental mentoring support. 

  • NFA participants are expected to meet monthly with their peer mentors.
  • Mentor assignments will be completed in early September.  The CFI will send details as soon as possible.

NFA on Social Media

Like CFI on Facebook or follow CFI on Twitter.

NFA is designed to help participating faculty make progress toward the following outcomes:

1.  Developing a comprehensive 3-5-year professional development plan

  • Identify components of a professional development plan;
  • Generate focused, measurable goals for each major component of a professional development plan (teaching, research, service);
  • Construct a pre-tenure professional development plan built around focused, measurable goals tied to specific timelines and benchmarks;
  • Align the professional development plan with the mission, vision, and expectations of the university, college, and department;
  • Identify resources needed to achieve a professional development plan; and
  • Develop initial strategies for acquiring necessary resources.

2.  Building professional networks on campus

  • Understand multiple types and modes of effective mentoring and networking relationships across the academy;
  • Make meaningful, sustained professional connections with peers across the university to support professional development; and
  • Establish meaningful, sustained professional connections with more experienced faculty members from multiple disciplines to support professional development.

3.  Knowing how to navigate the environment at JMU

  • Develop knowledge and skills of effective pedagogical practices;
  • Distinguish between and describe different JMU divisional roles and responsibilities;
  • Develop an understanding and appreciation for the academic culture at JMU;
  • Develop knowledge of university-wide resources to support faculty roles and goals;
  • Develop familiarity with university policies and procedures governing faculty life; and
  • Know key university resources, processes, and support systems through which faculty exercise rights and fulfill responsibilities.

4.  Learning how to apply best practices of performance documentation to career advancement

  • Know the core components for documenting faculty performance;
  • Distinguish among various forms of evidence for documenting faculty performance;
  • Develop strategies for generating and collecting evidence of faculty performance effectiveness over time; and 
  • Assess progress toward self-defined professional development goals over time.

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