Faculty development on information technology: some issues to consider

Faseyitan, Sunday

doi:10.1109/fie.1994.580620

Cited by 3 publications

(1 citation statement)

References 1 publication

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“…Assessment of the effectiveness of the faculty development programs [22][23][24][25][26][27][28][29][30] is often qualitative. Some faculty development programs focus on issues specific to an engineering discipline [31][32][33], technology programs [34][35][36], adjunct or non-traditional faculty [37], and faculty at two-year institutions [38][39]. In contrast, the case study presented herein is intended to be broadly applicable to a wide range of engineering and technology disciplines, using quantitative data to assess both the effectiveness of the faculty development program and the performance improvements of individual faculty.…”

Section: Introductionmentioning

confidence: 99%

Case Study: A Career Development Program for New Engineering Faculty

Hensel¹,

Robinson

2016

Proceedings of the 14th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Engineering Innovati

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The career progression of new hire junior faculty is a topic of growing interest in higher education. This article presents a career development program for tenure track assistant professors aimed at improving many aspects of early career performance. The motivations for this case study are to enhance the progress of faculty members early in their career, and to evaluate whether a comprehensive career development program enhances the performance of junior faculty members in their progress towards promotion and tenure. A career development program was piloted in the Mechanical Engineering Department at the Rochester Institute of Technology. The impact was evaluated by comparing the career progress of six faculty hired after creation of the program to four faculty hired before. The career development program included elements associated with teaching, scholarship, and service. Performance data for each of these three areas was collected, in addition to a faculty self-assessment of their understanding of tenure and promotion expectations. Results of the case study indicate that the assistant professors engaged in the career development program performed at a level equal to or higher than the assistant professors not engaged in the career development program for every metric measured. A comprehensive career development program for tenure track assistant professors may contribute to improving many aspects of early career performance and improve faculty performance and satisfaction during the early years of their career.

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Section: Introductionmentioning

confidence: 99%

Case Study: A Career Development Program for New Engineering Faculty

Hensel¹,

Robinson

2016

Proceedings of the 14th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Engineering Innovati

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Strategies for increasing use of instructional technology by engineering faculty: a case study (or teaching old engineers new tricks)

Grady

IPCC 2001. Communication Dimensions. Proceedings IEEE International Professional Communication Conference (Cat. No.01CH37271)

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The “Online Teaching, Design, and Development” Course

Hai-Jew

2013

Project Management Approaches for Online Learning Design

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“Online Teaching, Design and Development” was created as a 5-week instructor-facilitated online course to support the instructors at Kansas State University (K-State) in creating online courses and whole degree programs in the distance mode. This dual-track course accommodated both K-12 and university-level instructors, from on- and off-campus. This chapter describes how the course was conceptualized, structured, and deployed. This describes the curricular design and strategies; the creation of the various digital learning objects, the creation of the rubric evaluation structure, the assignment design, and the interactivity plan; and the course housekeeping management. Faculty members (learners) were recruited from both main and branch campuses at K-State and from other institutions of higher education using the Axio™ Learning/Course Management System (L/CMS), which was showcased in the curriculum. The lessons learned from the four years that this course has been offered (twice annually at minimum) include insights on the challenges of learner retention, the importance of learner incentives and record-keeping, and curriculum design and evolution. The curriculum was structured to have faculty build parts of an online course as they proceeded, so that all academic work done was also professional academic work towards building their online course(s). This chapter describes an online learning design structure that was sufficiently open to accommodate a variety of domain fields and teaching approaches and that encouraged peer support among faculty in the co-building of their respective courses.

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Faculty development on information technology: some issues to consider

Cited by 3 publications

References 1 publication

Case Study: A Career Development Program for New Engineering Faculty

Case Study: A Career Development Program for New Engineering Faculty

Strategies for increasing use of instructional technology by engineering faculty: a case study (or teaching old engineers new tricks)

The “Online Teaching, Design, and Development” Course

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