Frameworks for Faculty Development

Froyd, Jeffrey E.; Fowler, Debra; Layne, J. Gregg; Simpson, Nancy

doi:10.1109/fie.2005.1612277

Cited by 9 publications

(6 citation statements)

References 31 publications

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“…Faculty development programs have been discussed for quite some time in the literature, predominantly resulting in conference presentations and workshops. Limited work is available on pre-service faculty development programs focused on engineering faculty [1,2], while there are numerous examples of professional development programs for in-service engineering faculty [3][4][5][6][7][8][9][10][11][12][13]. Many in-service programs focus on specific areas of faculty development, such as improvement of student retention [11,12], improvement of teaching effectiveness [4,7,8], or outcomes assessment [5].…”

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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“…At least seventeen studies using the Decoding process in various disciplines have been published, including the fields of humanities 13 , arts 14,15 , and natural sciences [16][17][18][19][20] , with the preponderance from the discipline of history [20][21][22][23][24] . In the area of faculty development in engineering education, Froyd [25][26][27] The model uses a process of seven sequential steps that are aimed at addressing obstacles to learning in a discipline. Middendorf and Pace illustrate each step by a question that educators can ask themselves as they work on particular challenges to student learning in their own disciplines:…”

Section: Decoding the Disciplinesmentioning

confidence: 99%

Applying Decoding the Disciplines in a Construction Engineering Mechanics Course: A description of the Decoding Interview

Tingerthal¹

2013 ASEE Annual Conference &Amp; Exposition Proceedings

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John joined the Construction Management faculty at Northern Arizona University as an assistant professor in 2007. His engineering career spans a wide variety of design and forensic engineering experiences. He spent the first eight years of his career performing structural consulting engineering in Chicago. This work culminated with design work on the Minneapolis Public Library and the Overture Center for the Arts in Madison Wisconsin. He was also involved with forensic investigations in Iowa and Wisconsin and participated in structural coordination efforts at Ground Zero in September of 2001. He holds professional engineering licenses in the States of Arizona and Illinois. He has recently earned the degree of Doctor of Education in Curriculum and Instruction with an emphasis in Higher Education. His academic interests lie in the field of student-centered learning and teaching, currently concentrating on applying the Decoding the Disciplines process. John is a member of ASCE, AISC and The Associated Schools of Construction and advises the construction management student organization (CMO). He coordinates NAU's teams for the Associated Schools of Construction Regional competition in Reno, NV, and coaches the BIM team.

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“…Studies suggest that metacognition not only enhances learning outcomes; it also encourages students to be self-regulated learners who are "metacognitively, motivationally, and behaviorally active participants in their own learning process" [15, p. 329]. A recently completed STEM Talent Expansion Program (STEP) project [16], which implemented a number of projects in first-year engineering courses at Texas A&M University, found that students lacked the abilities needed to manage learning and problem-solving.…”

Section: Introductionmentioning

confidence: 99%