Abstract
This essay examines the process of socialization, mentorship, and instructional development for new faculty members in community colleges. Framed metaphorically as “teaching new dogs old tricks,” it explores how novice instructors acquire institutional knowledge, pedagogical competence, and professional identity through stages of growth: neophyte, transitional, and competent. Each stage is characterized by shifting information needs, from managing overload and uncertainty to developing reflective practice and autonomy. The authors argue that mentoring is central to this progression, functioning as a dialogic relationship that helps instructors refine philosophy, improve confidence, and integrate effectively into the academic community. The discussion extends to the qualities necessary for successful community college educators, emphasizing empathy, flexibility, organization, respect for diverse learners, and an understanding of the college’s civic mission. The essay concludes that effective teacher preparation in two-year institutions must balance information management, interpersonal support, and self-directed learning, ultimately transforming new faculty members into collegial participants in an educational community grounded in access, adaptability, and humanistic teaching.
Recommended Citation
Goldberg, Judy H. and Laurin, Mark A.
(1986)
"Teaching New Dogs Old Tricks,"
Association for Communication Administration Bulletin: Vol. 57, Article 14.
Available at:
https://stars.library.ucf.edu/aca/vol57/iss1/14
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