Choosing The Road Less Travelled:  Alternatives To The Tenure Track

Bullard, Lisa; Knoll, Penny; Saterbak, Ann

doi:10.18260/1-2--10615

2002 Annual Conference Proceedings

DOI: 10.18260/1-2--10615

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Choosing The Road Less Travelled: Alternatives To The Tenure Track

Lisa Bullard¹,

Penny Knoll²,

Ann Saterbak³

Abstract: Tenure has been traditionally held up as the "Holy Grail" for those in academia-however, some new faculty make a conscious choice to pursue non-traditional academic roles. In this paper, three new engineering educators relate how their interests, priorities, and family situations led them to seek out non-tenure track faculty positions and candidly discuss the benefits as well as the drawbacks of the paths they have taken. The objective of the paper is to help both prospective and current faculty become aware o… Show more

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Taking the Leap: Moving from Industry to the Academy

Schell¹,

Kauffmann²

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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Every year, some percentage of practicing engineers examines options to leave their industry role and move into the professorate. The reason for this desire for change varies widely. Whether they are hoping to give back to the profession after a successful career, found that their passion is teaching or building the body of knowledge through research, or hope to find a better lifestyle; educators with a deep set of industry experiences have much to offer their new employers. But they also face a unique set of challenges in adjusting to academic life that other new, more traditional, members of the faculty may not encounter. These challenges include successfully adjusting to the politics and inner workings of the academy, when they may already have a deeply ingrained set of expectations for the workplace; balancing life and work during the challenging start-up and pre-tenure period, when they likely have a greater set of outside commitments than younger new faculty members; and leveraging their skills developed in industry for success in the classroom and research. This article explores the experience of two faculty members who each made the move after over fifteen years in industry, one who is now early in that transition and the second moving toward full retirement. These experiences are used to outline not only ideas on best practices for being successful in the transition, but pitfalls and traps to avoid.

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Taking the Leap: Moving from Industry to the Academy

Schell¹,

Kauffmann²

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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International Faculty Teaching Engineering at U.S. Institutions: Challenges and Opportunities

Murad¹,

Samples²

2015 ASEE Annual Conference and Exposition Proceedings

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International instructors from all over the world seek temporary or permanent teaching opportunities in engineering or engineering technology programs at United States (US) institutions. Many of them receive US graduate degrees and some have previous overseas teaching experience. This paper discusses the challenges and opportunities for instructors with international backgrounds as they teach at US institutions. The paper attempts to address issues in temporary and permanent positions including diversity, teaching, professional development, mentoring, service, and communication. The authors share their own experiences and that of a small sample of other international instructors who are teaching at US institutions. The majority of international faculty who responded to a survey were tenured, full-time professors. Professional development appears to be the leading reason attracting international faculty pursuing teaching careers in the US. The majority of those who taught in other countries used a language of instruction other than English. Most international faculty surveyed served as teaching assistants during their graduate programs but the majority did not attend teaching workshops. International faculty surveyed indicated that they do share many aspects of their international backgrounds with their students including teaching, research, and especially their culture. They listed class discussions as the primary class activity they use to address diversity in their teaching. Course design was selected to be the most challenging aspect of teaching for international faculty but other challenges identified included communication, rapport with students, and assessment. The paper provides suggestions and advice for success to new international faculty joining either visiting or tenure track positions.

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Choosing The Road Less Travelled: Alternatives To The Tenure Track

Cited by 2 publications

References 0 publications

Taking the Leap: Moving from Industry to the Academy

Taking the Leap: Moving from Industry to the Academy

International Faculty Teaching Engineering at U.S. Institutions: Challenges and Opportunities

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