Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jazmin Jurkiewicz, Virginia Polytechnic Institute and State University; Byron Hempel, The University of Arizona; Malori Redman, San Francisco State University; Homero Murzi, Virginia Polytechnic Institute and State University; Christopher Dominguez; Amber Ford

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Faculty Development Division

the content of their classes, what format material is presented in, opportunities forstudents to earn credit, and timelines for due dates. For the authors, the use of the technologybecame a routine until a new problem arose. This was often addressed with a new application or 8substituting existing applications with one that were more efficient and easier to use. In theiractual use, there was a concern present about too many applications, sites, etc. in their teaching.There was agreement to use as few as possible so long as they were able to meet the needs oftheir students and their teaching.EmotionsParticipants recognize the need to take care of

Conference Session

Learnin' Lessons about Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margret Hjalmarson, George Mason University; Jill K Nelson, George Mason University

Tagged Divisions

Faculty Development Division

groups, their motivationfor participating, what they found most (and least) valuable about being part of the group, andif/how participation was impacting their teaching practice.Our guidance to group leaders was to identify people in their departments who were interested inlearning more about interactive teaching or who might already be using interactive teaching. So,rather than “converting the unconverted” we wanted department-based discussions of teaching tofirst begin with those most interested in working on their teaching and trying new things in theirclasses. We viewed this recruitment process as providing support for those most interested andhelping to coalesce groups together so faculty would feel less like they might be the only

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw Hill ; Lilianny Virguez, University of Florida; Debarati Basu, University of North Carolina at Charlotte; Michelle Soledad, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

and logistics might be helpful for both new and existing faculty. These may include spotlights to resources developed by centers of teaching excellence (e.g., CITT at University of Florida), pairing graduate teaching assistants with faculty (e.g., conducted by Virginia Tech’s Academy for Graduate Teaching Assistants), as well as workshops delivered by peer faculty (e.g., held at University of North Carolina at Charlotte).3. Encouraging Mental Health Awareness - As a result of the pandemic, faculty have reported increased stress levels, higher degrees of burn out, unfamiliarity and lowered engagement in working from home. Specifically for new international faculty, some unique added stresses included issues related to immigration

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chierichetti, San Jose State University; Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University

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Diversity

Tagged Divisions

Faculty Development Division

• Grading Issues: 8 out of 23 faculty members • Students had higher grades: 6 out of 23 faculty members • Students had lower grades: 4 out of 23 faculty members • Faculty made more exceptions to students: 3 out of 23 faculty membersFaculty members in Engineering are highly concerned about finding assessments that aremeaningful and allow them to assess both lower taxonomy and higher taxonomy skills [21].Most of the faculty members changed their assessment strategies, moving from traditional closedbook exams, to open books exams, and experimented with different types of assessmentstrategies such as open-ended exams, multiple choice or take-home exams. Kyle, for example,discusses the need to experiment with different types of

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abeera P. Rehmat, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

Faculty Development Division

University. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of learning objective-based grading and reflection.Grace Panther, University of Nebraska, Lincoln Grace Panther is an Assistant Professor at the University of Nebraska Lincoln. She has experience con- ducting workshops at engineering education conferences and has been a guest editor for a special issue of European Journal of Engineering Education on inclusive learning environments. Her research areas include spatial visualization, material development, faculty discourses on gender, and defining knowledge domains of students and

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lance Leon Allen White, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Kelly Brumbelow, Texas A&M University; Sherecce Fields, Texas A&M University; Luciana R. Barroso, Texas A&M University; Karan Watson P.E., Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Faculty Development Division

Anthropology, an M.S. in Computer Science, a B.A. in Mathematics, and a B.S. in Applied Mathematics. Hammond mentored 17 UG theses (and many more non-thesis UG through 351 undergraduate research semesters taught), 29 MS theses, and 9 Ph.D. dissertations. Hammond is the 2020 recipient of the TEES Faculty Fellows Award and the 2011-2012 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news American c Society for Engineering Education, 2021 Paper ID #33551sources. Hammond is dedicated to diversity and

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Mani Mina, Iowa State University of Science and Technology; John Heywood, Trinity College Dublin; Arnold Neville Pears, Royal Institute of Technology (KTH)

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Diversity

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Faculty Development Division

findings.For a number of years, several members of the American Society for Engineering Education(ASEE) thought that ASEE should engage in the recognition of educational qualifications if itwas to be a truly professional society. It was felt that ASEE had a professional responsibility toencourage all new engineering educators to gain an initial teaching qualification, not to beconfused with subsequent faculty development. There were no courses equivalent to IGIP [9] butthere were a few well established and recognized courses that were regularly offered (e.g. NETI)[10]. The opportunity to pursue this issue came when Professor Arnold Pears invited one of usto join him in presenting a one-day workshop on evidence-based teaching for persons with littleor

Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Sarah E Cooksey, University of Colorado Colorado Springs ; Kathryn Elizabeth Starkey, University of Colorado Colorado Springs

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Diversity

Tagged Divisions

Faculty Development Division

seeking a position in industry indicated: I think the job itself [being a professor] seems really appealing. The fact that there are so few of them and they're so competitive makes it a little bit less appealing because it seems like I've got to do, well a lot more than what I've done, in order to get the type of a faculty position that I would really like . . . I've looked at some of the stats on that and seen that there is something like maybe 10 new faculty positions for every 200 PhDs, or something like that.Another participant, an Asian American male currently employed in a postdoctoral position whodesires to remain in academia, discussed his concerns with pursuing a professorship: I am

Conference Session

Faculty Development Evidence-based Practices!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jody Zhong, University of Louisville; Patricia A Ralston, University of Louisville; Teresa Lee Tinnell, University of Louisville; Thomas Tretter; Marie Brown

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

graduate students and early career scholars to broaden their expertise andskills to conduct rigorous research on STEM [4], and 3) a research institute with year-longtraining of two cohorts of 20 Quantitative Research Methods (QRM) Scholars [5]; these scholarswere PhD students with research foci on issues of access and equity of underrepresentedpopulations in STEM within either K-12 or postsecondary settings.In response to faculty interest expressed on our campus for how to best conduct STEM-Heducation research, we developed a brief, focused introductory workshop series designed forSTEM-H faculty and professionals. These disciplinary STEM-H researchers sought not only tobetter understand and evaluate their teaching practices to benefit students

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dani Fadda P.E., University of Texas at Dallas; Oziel Rios, University of Texas at Dallas; Roopa Vinay, University of Texas at Dallas

Tagged Divisions

Faculty Development Division

Virtual and Online). This isqualitatively consistent with the data shown in Table 1, in terms of the bias towards modalities thatdo not require in-person contact. This bias in Fig. 1 is due to the engineering and computer sciencefaculty’s concern to protect their health, the health of the students, and the health of the communityduring the pandemic. Their concern is legitimate according to the findings of Leidner et al. [8].Specifically, a faculty member, teaching in the Online modality, wrote: “I wanted all the class tobe complete and available for my students in case I got sick with the virus.” Others who teachremotely wrote: “I care for my 90-year-old mother on the weekends, my husband is also at highrisk, so I did not want to expose my loved

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Laughton, The Citadel; Daniel Gingerich, Ohio State University; Sneha Prabha Narra, Worcester Polytechnic Institute; Casey I. Canfield, Missouri University of Science & Technology

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Faculty Development Division

anexception to sit on the department’s Inclusive Excellence Committee as a junior faculty. Fromhis previous efforts, he now has a broad knowledge base as the committee identifies ways tointegrate diversity and inclusion into the curriculum. Author Narra previously served asInternational Student Advocate for the graduate student government and in the leadership of theMechanical Engineering department-level government. While her current institution, RochesterPolytechnic Institute, has fewer international students, she directly leveraged her leadershipexperiences to be selected for her department’s Graduate Student Committee by more seniorfaculty. After aggregating graduate students’ concerns from her peers during graduate school,she can, even now

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College

Tagged Divisions

Faculty Development Division

, WA.Slowinski, M, Walz, K.A., & Alfano, K. (2016). Renewable Energy Technician Education: The Impact of International Faculty Collaboration. Proceedings from ASEE Annual Conference and Exposition, Energy Conversion and Conservation Division. New Orleans, LA.Walz, K.A., Slowinski, M., & Alfano, K. (2016). International Approaches to Renewable Energy Education – A Faculty Professional Development Case Study and Recommended Practices for STEM Educators. American Journal of Engineering Education, 7(2), 97-115.Wenger, Etienne (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.List of Tables with CaptionsTable 1. Pre-Travel Learning Activities and Intended PurposeTable 2. Learning Activities

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Duncan H. Mullins, State University of New York, Buffalo ; AraOluwa Adaramola, Purdue University, West Lafayette

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Student Division (STDT)

Paper ID #37913Reflections on the Process of Growing into Faculty: A CollaborativeExperience in Being ApprenticesMr. Duncan H. Mullins, State University of New York, BuffaloAraOluwa Adaramola, Purdue University, West Lafayette AraOluwa Adaramola is a graduate student in the Chemical Engineering PhD Program at Purdue Univer- sity. ©American Society for Engineering Education, 2023 Reflections on the Process of Growing into Faculty: A collaborative experience in being apprentices By: Duncan Mullins a

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Aldridge, Ohio State University; So Yoon Yoon, University of Cincinnati; Ebony Omotola McGee, Vanderbilt University; Joyce B. Main, Purdue University at West Lafayette (COE); Monica Farmer Cox, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

research on the experiences of academics from working class and disadvantaged socialclass backgrounds [39]. Grimes and Morris [40] found that sociology faculty from working-classbackgrounds never truly felt they belonged in the academy. Shott [41] identified the U.S.academy’s tendency to ignore social class issues as a problem that results in a failure torecognize the “countless unearned advantages accruing to those with higher-earning and well-educated parents.” In a more recent study, Lee [42] found the academy fosters upper-middleclass norms and this heightens class-based stigma. There is a call to include social class originsin higher education academic staff diversity concerns. It would increase the overallunderstanding of the impact of

Conference Session

WIP It! Faculty Development Style!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa Bosman, Purdue University-Main Campus, West Lafayette (College of Engineering); Erin J. McCave, University of Houston; Molly H Goldstein, University of Illinois at Urbana - Champaign; Kelli L. Chelberg, College of Menominee Nation

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Diversity

Tagged Divisions

Faculty Development Division

-known Stages of TeamDevelopment [1]. Based on these findings, the we propose a high-level conceptual framework ofgroup development specific to the development of collaborative communities aimed to supportresearch goals within engineering education. To confirm preliminary results, we are solicitingfeedback on the proposed conceptual framework.The field of Engineering Education is a relatively new discipline that has been growing innumber of researchers and students in recent years [2, 3]. Despite the recent development ofdepartments and degree-programs, many engineering education researchers lack supportstructures to contribute to their success and are often seen as lone wolves in their departments.Moreover, a number of issues including a

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Henry Salgado, University of Texas at El Paso; Yamile A. Urquidi Cerros, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

Make team projects a requirement Peer mentoring program for students Peer to peer feedback on projects Student-to-Faculty: Building student-faculty Open-door policy to discuss reference letters, relationships internships jobs or grad school Have students engage in dialogue to explore barriers and concerns Individualized student needs and interests Faculty-to-Student: Centered accommodations Audio book textbooks Faculty-to-student: Connecting content to Feel that they

Conference Session

Women in Engineering Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; L. Pamela Cook, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

. 7Policy Evaluation As we have highlighted throughout our discussion of COVID-19 responses atUD, creating new policies for faculty evaluation is important, but these policies and associatedprogramming to spread awareness and ensure robust implementation must be continuallymonitored for efficacy. Given that we are still experiencing the effects of the pandemic onfaculty work, campus administrators should remain attentive to how faculty career progression isimpacted.One issue that has come to our attention recently is continued faculty concern over ongoingcareer affects. While the tenure and contract clock policy gives faculty a one-year extension,many faculty report they are still profoundly affected by COVID-19 impacts, even one year intothe

Collection

1998 Annual Conference

Authors

Susan L. Murray; Linda M. Manning; Catherine A. Riordan; Elizabeth Cummins; Philip B. Thompson

of clearexposition.Get Funded! A Practical Guide for Scholars Seeking Research Support from Business (1992).Dorin Schumacher. Newbury Park: Sage Publications. ISBN: 0803944411. One of the fewresources dealing specifically with seeking corporate support for research. Included are companypet peeves when working with academics, corporate terminology, political and financial issuesfacing R&D staff, etiquette of company contacts, and even an outline for an introductorypresentation to the company. This is an excellent book for new faculty who have never workedin a corporate environment or had little exposure to successful corporate-universitycollaborations.Research Funding Opportunities Websitehttp://www.crpc.rice.edu/TRAM

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

practices will be used to inform all engineering faculty at ourown institution, so that they can strategically establish rapport in their classrooms. Establishingrapport in engineering classrooms will improve students’ attendance, learning, grades, intrinsicmotivation, and engagement. We expect this is especially important for our underrepresentedminority student groups. With the help of the training, we anticipate that establishing rapport willretain more minority students in engineering fields. Once the representation increases, it will beeasier than ever to find role models for engineering students from various backgrounds,positively influencing lack of belongingness issues. It will be a positive feedback cycle ofrapport creating student

Collection

1998 Annual Conference

Authors

Carol Fulton; Barbara L. Licklider

examine underlying beliefs, experiment with new strategies,bounce ideas off of colleagues, and consequently, fashion new understandings of learners,content, and pedagogy. These ideas about learners and learning lie at the heart of ProjectLEA/RN and weave throughout the principles offered here.• Address faculty concernsWe believe that faculty already know a lot about teaching. Therefore, we see the role of ProjectLEA/RN as one of tapping this knowledge and helping faculty to learn what they want to learn.Consistent with this philosophy, the content of Project LEA/RN stems from and is connected tofaculty concerns. No curriculum existed for the original TAG group. The intent was to use theinterest and needs of the engineering faculty to guide the

Conference Session

Engineering Ethics Division - Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Frank E Falcone, Villanova University; Edward F. Glynn P.E., Villanova University; Mark Edward Graham, Villanova University; Mark Doorley Ph.D., Villanova University

Tagged Divisions

Engineering Ethics

Paper ID #7537Engineering Ethics Survey for Faculty: An Assessment ToolProf. Frank E Falcone, Villanova University Professor Falcone is a member of the faculty of the Dept. of Civil & Environmental Engineering at Vil- lanova University. His primary fields of technical interest and experience are in Hydraulics, Hydrology, Fluid Mechanics and Water Resources. He has also taught Professional Practices in Engineering and En- gineering in the Humanistic Context which is a course focused on exploring a wide range of ethical issues confronting engineers and engineering students on a day-to-day basis. Falcone is registered

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria L. Espino, University of South Carolina; Brian D. Le, University of California, Los Angeles; Henry Tran, University of South Carolina; Spencer Platt, University of South Carolina

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

1,161engineering faculty. Out of these 1,161 survey respondents, there were 26 Black Facultymembers and 51 Hispanic faculty members that responded. In these survey responses, the teamanalyzes the survey data, additionally coding the open-ended questions. The demographicinformation included 21 Black men, 5 Black women, 35 Hispanic men, and 16 Hispanic women. To supplement the survey data, the team reached out to the respondents to conduct thephenomenological longitudinal two-interview series. In the first round of interviews, the teamconducted 14 interviews. The second interview included nine participants a year later. The teamhad three participants that did not complete the second interview. To make up for the attrition,there was a push for new

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger P.E., Florida Gulf Coast University; Laura Frost, Florida Gulf Coast University; Jackie Greene, Florida Gulf Coast University

Tagged Topics

Diversity, NSF Grantees Poster Session

. PresentationsAcademic Year FLCFLCs create connections for instructors from various but related disciplines to further theirunderstanding of pedagogical issues, meet faculty expectations for establishing community, andsupport multidisciplinary curricula6. STEM teaching is more effective and student achievementincreases when instructors are involved in FLCs7-8. The academic year FLC is scheduled to meetapproximately once a month for 90 minutes. As with the summer academy, meetings includetime for updates and discussions in addition to a relevant topical seminar. Seminar topics forboth academic year FLCs are presented in Table 2.Table 2: Academic Year FLC Professional Development Seminar Topics Month 2014 – 2015 Academic Year FLC 2015 – 2016

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa K. Davids, Embry-Riddle Aeronautical Univ., Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

-observation reflection summarizingthe objectives of the class session, special techniques or strategies used, and issues ortopics/events of concern. The video is then reviewed by a Teaching and Learning Expert (TLE)and two peer faculty in sequence. The two faculty reviewers are able to see the commentsprovided by the TLE, and the second reviewer can also see the first reviewer’s comments.Videos are reviewed using annotation software which timestamps the comment to theappropriate point in the video. Finally, the OoR reviews their own teaching session with all ofthe comments and composes a post-observation reflection. Prompts are provided to inspirereflection and provide purpose for the VAPR process; the reflection prompts are provided in theData

Conference Session

Faculty Development Technical Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Jennifer M. Bekki, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, South Dakota School of Mines & Technology

Tagged Divisions

Faculty Development Constituent Committee

perspectives they would have availableto draw from and broaden the idea pool. (The research team similarly invited students andfaculty who they thought would be interested and willing to provide feedback.) Participants werealso asked to bring a curriculum module, textbook, laptop, and any other resources that wouldaid in formulating a new pedagogical innovation. At the end of the hackathon, participantsdemonstrated their new pedagogical innovations to each other. Two hackathons took place oneweek apart, with participants asked to attend at least one. Ten participants attended the firsthackathon, and six attended the second, with one faculty member choosing to attend both events.A key lesson from the event was that the concept of a teaching hackathon

Conference Session

Professional Development and Scholarship

Collection

2007 Annual Conference & Exposition

Authors

Ahmed Khan, DeVry University; Amin Karim, DeVry University

Tagged Divisions

Engineering Technology

ofknowledge-based in science, engineering, medicine, and technology of unparallelmagnitude and proportions. The time to remake the world is becoming shorter with everynew technological revolution. For industrial revolution it took two centuries to remakethe world, for electronics it took seven decades. In the 21st century, with the convergenceof multiple disciplines of science and technology it may take less than a decade to remakethe world.This convergence of multiple-disciplines has put new demands on educators as well onstudents. As technology leapfrogs and new technological domains evolve, it becomesincreasingly important for faculty to keep current with the new and emergingtechnologies. The global market place requires students to possess an up

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado Boulder

should attend to the safety, health, and welfare of ourstudents in our roles as educators. The next sections examine each of these elements in turn,providing examples of what these responsibilities encompass within an educational setting.SafetyPhysical safety concerns are rarely an issue during traditional lecture-based instruction. Incontrast, experimental laboratory settings may pose numerous safety threats. This includesexperimental laboratories associated with basic science and engineering science courses, hands-on design/build settings in courses and co-curricular activities, and research settings forundergraduate to graduate students [21-23]. It is imperative that faculty make safety a priority.This includes addressing all safety concerns

Conference Session

Exploration of Trends in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cyndi Lynch, Purdue University, West Lafayette; Jiabin Zhu, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

based on environmental factors such as economic issues, requiring multiple mentorsfor faculty success9,10. Based on the literature, summarizing the elements discussed, Purduedeveloped the Preparing Future Faculty course.MethodsPreparing Future Faculty is a two credit hour course, which utilizes a Pass/No Pass gradingsystem. Students meet weekly for two hours for a mentoring session with vice provosts, deans,and department heads. PFF explores faculty roles and responsibilities as they relate toinstitutional missions and institutional types (community colleges, liberal arts colleges, research Iuniversities, etc.). Topics include faculty roles and responsibilities, the academic job search andhiring process, promotion and tenure, diversity in

Collection

1996 Annual Conference

Authors

Mariesa L. Crow; Kirk H. Schulz; James L. Drewniak; Noel Schulz

. While the approaches for solving thechallenges of dual career hires are varied, the issue is becoming more and more a concern. Departments willfind dual career issues one of the top concerns for the recruitment and retention of faculty in the next ten tofifteen years. In fact, the issue is now rising beyond faculty hiring into the searches for department chairs,deans, vice presidents and presidents [5].In order to gain some insight into attributes of successful dual career searches, a survey was sent to dual careercouples at universities in the United States where both spouses were placed into tenure track faculty positions.Unfortunately, no data base of dual engineering faculty couples exists, and thus, the list was assembled frompersonal

Collection

2000 Annual Conference

Authors

Ted D. Loso; Raj Desai; Michael E. Courbat

recognize the efforts, time and scholarship involved. Place the application of information technology in course curriculum or the development of a web based course at least on a par with the publication of a juried article(s) or the award of a grant. Academic provosts must communicate with the appropriate academic committees concerned with merit, promotion and tenure that these activities are worthy of recognition and reward and must monitor their decisions to ensure that they haven’t forgotten it. 7. Set up a process to monitor and refine the activities of your faculty to make sure that any new changes in information technology or methodology are adopted as quickly as practicable. The ongoing