The quick starters identified by Boice* were those new faculty who, during their first two years, were exemplary teachers according to student ratings, Boice's own ratings, and faculty's self-descriptions. In sum, the attributes and behaviors of the quick starters included:
1. positive attitudes about students;
2. relaxed paced lectures with student involvement;
3. low levels of complaining about students, workload etc.;
4. actively seeking advice about teaching;
5. quicker transition to moderate levels of lecture preparation;
6. superior investment in time spent on scholarly and grant writing; and
7. readiness to improve their teaching.
Boice describes the quick starters as resilient, insightful, and positively identified with the campus. They demonstrated resilience by not taking their early feelings of isolation personally but rather sought out senior faculty for support and identified those who could be helpful. They demonstrated their insight as they gathered information about their new role and new environment. They were able to separate gossip and small talk from valuable and reliable information. Perhaps because they quickly identified helpful senior faculty, Boice's quick starters began to feel themselves as part of the campus more readily than other new faculty.
Robert Boice, The New Faculty Member
*Adapated from “Research on Successful New Faculty,” The Office of Instructional Consultation, UC Santa Barbara