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A Framework for Faculty Development

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Faculty Development Medley

Tagged Topic

Faculty Development Constituency Committee

Page Count

15

Permanent URL

https://peer.asee.org/29682

Download Count

21

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Paper Authors

biography

Pradeep Kashinath Waychal Western Michigan University Orcid 16x16 orcid.org/0000-0001-8142-2464

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Dr Pradeep Waychal is a visiting professor at the CRICPE of Western Michigan University, a founder trustee of Guruji Education Foundation that provides holistic support to the higher education of underprivileged students, and an academic adviser to many Indian educational institutes. Earlier, Dr Waychal has worked at Patni Computer Systems for 20 years in various positions including the head of innovations, NMIMS as the director Shirpur campus, and at College of Engineering Pune (COEP) as the founder head of the innovation Center.

Dr Waychal earned his Ph D in the area of developing Innovation Competencies in Information System Organizations from IIT Bombay and M Tech in Control Engineering from IIT Delhi. He has presented keynote / invited talks in many high profile international conferences and has published papers in peer-reviewed journals. He / his teams have won awards in Engineering Education, Innovation, Six Sigma, and Knowledge Management at international events. His current research interests are engineering education, software engineering, and developing innovative entrepreneurs and intrapreneurs. He was chosen as one of the five outstanding engineering educators by IUCEE (Indo-universal consortium of engineering education) in 2017.

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Om Prakash Jain Independent Consultant

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Abstract

The paper presents a framework for faculty development that is derived from our experience of carrying out various faculty development initiatives at different Indian institutes. The framework relies on our twin findings that the faculty having goal clarity tend to perform better and most faculty members require extrinsic motivation. The framework includes de-stressing the faculty and creating awareness of the nobleness and possibilities in the teaching profession, faculty choosing goals that are aligned with or influencing organizational goals, appropriately publicizing them, and providing resources and mentoring support to the faculty for realizing them. It also includes a method to reward and recognize well-performing faculty members.

The framework embodies various pranayama and meditation techniques to destress the faculty, and through various presentations creates awareness about the nobleness and possibilities in the teaching profession, which helps them to identify values of their goals. Self-allocation of goals is driven by a multidimensional self-assessment, which is also peer-validated, and is governed by expectancy-value theory. The goals are published appropriately to influence behavior of faculty as per the theory of reasoned actions. The goals - which may be in teaching, research, or institution administration - are analyzed using the force field analysis theory and executed using simple tracking methods on ongoing basis. The institutional goals also require usage of institutional diffusion theories and methods. The goal realization requires institutional support in terms of resources, regular reviews, and general infrastructure such as IT infrastructure to save the faculty’s time on repetitive tasks. The ongoing evaluation of the goal realization - which includes inputs of students, faculty, and administrators - results in periodic rewards and recognition. The framework expects iterations of the cycle to bring in sustained benefits to the faculty as well as their employers.

Waychal, P. K., & Jain, O. P. (2018, June), A Framework for Faculty Development Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29682

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