Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angelica Burbano, Universidad Icesi; Gonzalo V. Ulloa, Universidad Icesi; Juliana Jaramillo JJO, Universidad Icesi; Norha M. Villegas, Universidad Icesi; Lina M. Quintero, Universidad Icesi; Alvaro Pachon, Icesi University

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Faculty Development Constituency Committee

a binder for each course containing all evidence collected could be arrangedin a display room for the program evaluators to review during their visit. The faculty portfoliodescribed later in this work serves as part of that evidence.Continuous improvement process development and implementationAt the departmental level, a continuous improvement process based on the strategies listed belowhas been proposed in order to engage faculty in continuous improvement. The proposal is basedon the premise that after reflecting, a faculty member will improve her or his course and teachingpractices. These strategies constitute part of the faculty continuous improvement process shownin Figure 1.Strategy #1 – Faculty PortfolioStrategy #2 – Peer discussion

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christine S. Grant, North Carolina State University; Barbara E. Smith, North Carolina State University; Louis A. Martin-Vega, North Carolina State University; Matthew T. Stimpson, North Carolina State University

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Faculty Development Constituency Committee

Paper ID #24038Executing COE Faculty Development at the Intersection of a Strategic Planand Faculty Well-beingDr. Christine S. Grant, North Carolina State University Dr. Christine S. Grant joined the NC State faculty in 1989 after completing her M.S. and Ph.D. (Geor- gia Institute of Technology) and Sc.B. (Brown University) all in Chemical Engineering (ChE). One of less than 10 African-American women full ChE professors in the country, her research interests are in interfacial phenomena and recently biomedical systems. She is the first Associate Dean of Faculty Ad- vancement in NC State’s College of Engineering. Awards

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Wayne A. Babchuk, University of Nebraska, Lincoln; Leilani A. Arthurs, University of Nebraska, Lincoln

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Faculty Development Constituency Committee

, research, and service.Dr. Leilani A. Arthurs, University of Nebraska, Lincoln Dr. Arthurs holds a PhD in Civil Engineering & Geological Sciences and has four years of formal graduate-level training in pedagogy. Her scholarly work over the past ten years focuses on STEM course transformation and STEM faculty professional development. She is currently an Assistant Professor in the Department of Earth & Atmospheric Sciences at the University of Nebraska-Lincoln. c American Society for Engineering Education, 2018 Exploring Engineering Faculty Experiences with COPUS: Strategies for Improving Student Learning Dr. Tareq Daher, Dr. Wayne Babchuk, Dr. Lance Perez

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, Oregon State University; Allyson Jo Barlow, Oregon State University; Shane A. Brown P.E., Oregon State University; Dominga Sanchez, Oregon State University

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Faculty Development Constituency Committee

Paper ID #21477Exploring Faculty Beliefs About Teaching Evaluations: What is Missing fromCurrent Measures?Dr. Benjamin David Lutz, Oregon State University Ben Lutz is a Postdoctoral Scholar in Engineering Education at Oregon State University. His research in- terests include innovative pedagogies in engineering design, conceptual change and development, school- to-work transitions for new engineers, and efforts for inclusion and diversity within engineering. His current work explores how students describe their own learning in engineering design and how that learn- ing supports transfer of learning from school into

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile

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Faculty Development Constituency Committee

Paper ID #24025Faculty Development Program on Active Learning for Engineering Facultyin Chile: Sharing StepProf. Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, San-tiago, Chile Angeles Dominguez is a Professor of the Department of Mathematics within the School of Engineering, a researcher at the School of Education, and Associate Dean of Faculty Development at the School of Medicine and Health Sciences at the Tecnologico de Monterrey, Mexico. Also, she is currently collabo- rating with the School of Engineering at the University Andres Bello at Santiago, Chile. Angeles holds a

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cara Margherio, University of Washington; Kerice Doten-Snitker, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Ella Lee Ingram, Rose-Hulman Institute of Technology

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Faculty Development Constituency Committee

Paper ID #21662Forming Strategic Partnerships: New Results from the Revolutionizing Engi-neering and Computer Science Departments Participatory Action ResearchDr. Cara Margherio, University of Washington Cara Margherio is Senior Research Associate at the UW Center for Evaluation & Research for STEM Equity (CERSE). Cara serves as project manager for program evaluation on several NSF- and NIH-funded projects focused on diversity, equity, and inclusion within STEM higher education. Her research interests include community cultural wealth, counterspaces, faculty development, peer mentoring, and institutional change.Kerice

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Western Michigan University; Om Prakash Jain, Independent Consultant

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Faculty Development Constituency Committee

engineering education) in 2017.Dr. Om Prakash Jain, Independent Consultant c American Society for Engineering Education, 2018 A framework for nurturing a symbiotic relationship between faculty development and institution building in the Indian contextIntroduction Every reasonably large organization needs a core function of manufacturing or servicedelivery supported by various feeder functions such as strategic planning, sales and marketing,infrastructure management, and human resources. These functions are required to work inharmony so that the organization can build excellence in its core area of operation. Whilecorporate organizations have developed mature processes and programs for building

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katie Cadwell, Syracuse University; Michelle M. Blum, Syracuse University; Julie M. Hasenwinkel, Syracuse University; Carol Elizabeth Stokes-Cawley, Syracuse University

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Faculty Development Constituency Committee

. Prior to moving to Syracuse, she taught for several years at Madison Area Tech- nical College. Her interests include development of engineering faculty attitudes and pedagogy, teaching professional skills in the engineering classroom, and engineering outreach at the K-12 level.Dr. Michelle M. Blum, Syracuse University Dr. Blum specializes in high performance materials development and characterization for tribological (friction and wear), structural, and biomedical applications. Her primary research interests are in the development of orthopedic biomaterials, and biomaterial characterization utilizing a combination of ex- perimental techniques, nanoindentation, and soft material contact mechanics simulations. Dr. Blum is

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah E. Zappe, Pennsylvania State University, University Park; Megan Huffstickler, Pennsylvania State University, University Park; Joseph C. Tise, The Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park; Sven G. Bilén, Pennsylvania State University, University Park

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Faculty Development Constituency Committee

Paper ID #21323Affordances and Barriers to Creating Educational Change: A Case Study ofan Educational Innovation Implemented into a First-year Engineering De-sign CourseDr. Sarah E. Zappe, Pennsylvania State University, University Park Dr. Sarah Zappe is Research Associate and Director of Assessment and Instructional Support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny, Northwestern University; Lindy Hamilton Mayled, Arizona State University; Lydia Ross, Arizona State University; Keith D. Hjelmstad, Arizona State University; Stephen J. Krause, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University

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Faculty Development Constituency Committee

Paper ID #23176Creating and Scaling an Evidence-based Faculty Development ProgramDr. Casey Jane Ankeny, Northwestern University Casey J. Ankeny, PhD is an Assistant Professor of Instruction at Northwestern University. Casey received her bachelor’s degree in Biomedical Engineering from the University of Virginia in 2006 and her doctorate degree in Biomedical Engineering from Georgia Institute of Technology and Emory University in 2012 where she studied the role of shear stress in aortic valve disease. Currently, she is investigating cyber- based student engagement strategies in flipped and traditional biomedical engineering

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; William L. Hughes, Boise State University

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Faculty Development Constituency Committee

of the Center for the Advancement of Scholarship on Engineering Education, as well as an Assistant Professor of Materials Engineering at Cal Poly, San Luis Obispo. c American Society for Engineering Education, 2018 De-risking Wicked Research by Creating Shared ValuesAbstractThis Lessons Learned Paper describes a yearlong faculty development pilot program that wasdesigned to help a team of faculty de-risk their pursuit of wicked research problems. Wickedproblems are extraordinarily difficult to solve due to their incomplete, contradictory, and at timeschanging requirements. They often include multiple stakeholders with competing interests andworldviews. As a result, they are risky by

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vittorio Marone, University of Texas, San Antonio; Robin L. Nelson, University of Texas, San Antonio; Stephanie Ann Garcia, University of Texas at San Antonio; Emily Peterek Bonner, University of Texas, San Antonio; Timothy Yuen, University of Texas, San Antonio; Joann Browning P.E., University of Texas, San Antonio

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Faculty Development Constituency Committee

UTSA.Ms. Stephanie Ann Garcia, University of Texas at San Antonio Stephanie Garcia is a Graduate Research Assistant with a MAED from the University of Texas at San Antonio with a concentration in Curriculum and Instruction. Her work with TRESTLE involves training Peer Assisted Learners (PALs) and supporting engineering faculty in implementing culturally relevant pedagogy and other course transformation projects.Dr. Emily Peterek Bonner, University of Texas, San Antonio Emily Bonner is an Associate Professor of Curriculum and Instruction specializing in mathematics edu- cation. Her research interests focus on professional development and equity in schools.Dr. Timothy Yuen, University of Texas, San Antonio Timothy T

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ken Yasuhara, University of Washington; Jim L. Borgford-Parnell, University of Washington

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Faculty Development Constituency Committee

, report production is entirelyautomated. Additional efficiency comes from the database’s support for multiple simultaneoususers, giving us the flexibility to divide and delegate analysis of large-course feedback. (Weregularly serve courses with enrollments near or exceeding 100.) Table 2 provides an idea of thescale of our recent SGID work. Our faculty development office consists of two consultants andone half-time graduate assistant. The graduate assistant aids with approximately one third of theSGIDs.Table 2: SGID stats for 2016/2017 academic year (fall, winter, and spring quarters). Days are business days. Avg. #/quarter Avg. time/quarter from Avg. time/quarter from Avg. total enrollment/quarter in SGIDs

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth G. Jones, University of Nebraska, Lincoln

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Faculty Development Constituency Committee

Paper ID #23096Lessons Learned: Collaborative Faculty Development in Civil Engineering—Movingfrom an Individual Practice of Teaching to a Community of Scholars of Teach-ing and LearningDr. Elizabeth G. Jones, University of Nebraska, Lincoln c American Society for Engineering Education, 2018 Lessons Learned: Collaborative Faculty Development in CivilEngineering – Moving from an Individual Practice of Teaching to a Community of Scholars of Teaching & LearningLessons Learned: Collaborative Faculty Development in Civil Engineering –Moving from an Individual Practice of Teaching to a Community of Scholars

Conference Session

Faculty Development Lessons Learned Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alice E. Grimes, Air Force Institute of Technology; Sharon Claxton Bommer, KBRWyle; Adedeji B. Badiru P.E., Air Force Institute of Technology

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Faculty Development Constituency Committee

Paper ID #22329Lessons Learned: Improving the New Faculty Orientation ProgramDr. Alice E. Grimes, Air Force Institute of Technology Dr. Alice Grimes is the Director of Faculty Development for the Air Force Institute of Technology. She holds a Ph.D. from the Ohio State University and a MBA from Urbana University.Dr. Sharon Claxton Bommer, KBRWyle Dr. Sharon Claxton Bommer is a Research Scientist at KBRwyle, an aerospace and defense contractor for the United States Federal Government at the Air Force Institute of Technology. She earned a Ph.D. in En- gineering with concentration in Industrial and Human Systems. Her research

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Faculty Development Constituency Committee

Paper ID #23458Moving Toward Student-centered Learning: Motivation and the Nature ofTeaching Changes Among Faculty in an Ongoing Teaching Development GroupProf. Jill K. Nelson, George Mason University Jill Nelson is an associate professor in the Department of Electrical and Computer Engineering at George Mason University. She earned a BS in Electrical Engineering and a BA in Economics from Rice Uni- versity in 1998. She attended the University of Illinois at Urbana-Champaign for graduate study, earning an MS and PhD in Electrical Engineering in 2001 and 2005, respectively. Dr. Nelson’s research focus is in statistical

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heidi M. Sherick, University of Michigan

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Faculty Development Constituency Committee

Paper ID #23704Work in Progress: Coaching as a Midcareer Faculty Development ApproachDr. Heidi M. Sherick, University of Michigan Dr. Heidi Sherick has worked in higher education for over 25 years. Currently, Heidi is the Faculty Devel- opment and Leadership Specialist in the College of Engineering and the Medical School at the University of Michigan. Her primary role is to design and initiate a suite of professional leadership development ac- tivities and coaching, mentoring, and sponsoring strategies for faculty. She provides one-on-one coaching for faculty in new executive leadership roles and for Associate level

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana

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Faculty Development Constituency Committee

Paper ID #23462Work in Progress: Collaborating with Faculty Development in Retention Im-provementDr. Amy B. Chan Hilton, University of Southern Indiana Amy B. Chan Hilton, Ph.D., P.E., F.EWRI is the Director of the Center for Excellence in Teaching and Learning and a Professor of Engineering at the University of Southern Indiana (USI). Her interests in- clude teaching and learning innovations, faculty and organizational development, environmental systems analysis, and applied optimization. Prior to joining USI, Dr. Chan Hilton served as a Program Director at the National Science Foundation with experience in the Engineering

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jim L. Borgford-Parnell, University of Washington; Ken Yasuhara, University of Washington; Kamal Abdulla Ahmed, University of Washington; David Schipf, University of Washington

Tagged Topics

Faculty Development Constituency Committee

of groups farmore often than does a dearth of technical skill. These findings suggest several implications forengineering education: Our students’ prior knowledge should be leveraged more effectively, andwe should do a better job focusing on developing students’ professional skills, including theirability to be self-regulated and metacognitive learners.Our group work workshops were developed to support engineering educators and their students.As instructional consultants, we have worked with faculty members who struggle to keep theirstudent project groups functioning well enough to produce successful outcomes. Often thoseoutcomes take the form of project reports and project presentations, to which grades are assignedand shared by group

Conference Session

Track 3 - Faculty Development

Collection

2012 ASEE International Forum

Authors

Minhee Shin, Seoul National University of Technology

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Track 3 - Faculty Development

GC 2012-5644: CONSULTING ACTIVITIES FOR FACULTY DEVELOP-MENT AND CASE STUDIES FOR PROBLEM-BASED LEARNING COURSEIN ENGINEERING EDUCATIONProf. Minhee Shin, Seoul National University of Technology Page 17.10.1 c American Society for Engineering Education, 2012Faculty DevelopmentConsulting Activities for Faculty Development and Case Studies forProblem-based Learning Course in Engineering EducationProf. Minhee Shin, Ph.D(minhees@seoultech.ac.kr)Seoul National University of Science and Technology, South Korea, 139-743The purpose of this presentation is to introduce consulting activities andprocesses for implementing problem-based learning

Conference Session

Track 3 - Faculty Development

Collection

2012 ASEE International Forum

Authors

Khairiyah Mohd Yusof, Universiti Teknologi Malaysia; MOHD SALLEH ABU, Universiti Teknologi Malaysia

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Track 3 - Faculty Development

GC 2012-5651: DEVELOPING CAPABILITIES FOR TRAINING ENGI-NEERING FACULTY MEMBERS IN EFFECTIVE TEACHING AND LEARN-ING METHODSDr. Khairiyah Mohd Yusof, Universiti Teknologi Malaysia Dr. Khairiyah Mohd-Yusof is an Associate Professor in the Department of Chemical Engineering, Uni- versity Teknologi Malaysia (UTM). She is the Director of the UTM Regional Centre for Engineering Education (RCEE), which promotes meaningful research and scholarly practice in engineering education, and manages the PhD in Engineering Education program. Since 2011, she is the Secretary of the Society for Engineering Education Malaysia (SEEM). Prior to becoming the Director of RCEE, Dr. Khairiyah was the Deputy Director at the Centre for

Conference Session

Track 3 - Session 2 - Faculty Development

Collection

2012 ASEE International Forum

Authors

Prasad Edamana, Indian Institute of Technology Madras (IIT M), India; Ajit Kumar Kolar, Indian Institute of Technology Madras; Pramod S. Mehta, Indian Institute of Technology Madras; Sujatha Srinivasan, Indian Institute of Technology Madras; Jefferey E. Froyd, Texas A&M University

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Track 3 - Faculty Development

GC 2012-5621: DEVELOPMENT OF A TEACHING LEARNING CENTREAND ONGOING FACULTY DEVELOPMENT PROGRAMS - A CASE STUDYDr. Prasad Edamana, Indian Institute of Technology Madras (IIT M), India Dr. Prasad Edamana is an Assistant Professor working at Department of Chemistry, Indian Institute of Technology Madras (IIT M) since 2006. He did doctoral study at NIIST, Trivandrum, India during 1995- 2000. Subsequent to his Ph. D. program, Dr. Prasad had carried out post-doctoral study at Texas Tech University, Lubbock, TX and University of Bonn, Germany. Dr. Prasad has published around thirty research papers in peer reviewed journals of Chemistry. At present, Dr. Prasad guides ten graduate students in his research group. Dr. Prasad

Conference Session

Track 3 - Faculty Development

Collection

2012 ASEE International Forum

Authors

R. Murugesan, Anna University of Technology Madurai

Tagged Topics

Track 3 - Faculty Development

and college students and Self help group development programs. Page 17.31.1 c American Society for Engineering Education, 2012 ASEE INTERNATIONAL LEARNING FORUM 9-10, June , 2012, San Antonio, USA International Collaboration in Faculty Development for Life Long Learning Dr. R. Murugesan President, Indian Society for Technical Education, New Delhi, India Vice Chancellor, Anna University of Technology, Madurai, India

Conference Session

Track 3 - Session 2 - Faculty Development

Collection

2012 ASEE International Forum

Authors

Mohan Khedkar, Sant Gadge Baba Amravati University, Amravati

Tagged Topics

Track 3 - Faculty Development

GC 2012-5632: ROLE OF UNIVERSITIES IN INTERNATIONAL COL-LABORATION IN ENGINEERING EDUCATION - FACULTY DEVELOP-MENTProf. Mohan Khedkar, Sant Gadge Baba Amravati University, Amravati CURRICULUM VITAE Dr. KHEDKAR MOHAN KRISHNARAO Vice-Chancellor, Sant Gadge Baba Amravati University, Am- ravati. Ex.Professor & Head, Electrical Engineering Department, V.N.I.T., Nagpur Certified Energy Au- ditor by Bureau of Energy Efficiency, Ministry of Power,G.o.I. Chairman Board of studies in Electrical Engineering, V.N.I.T. Nagpur Ex- Vice-President ISTE New Delhi Ex-Dean (Academic) and Ex-Dean (Administration), VNIT, Nagpur Chartered Engineer- The Institution of Engineers (India) Ex-Professor In-Charge of Training &

Conference Session

Track 3 - Session 2 - Faculty Development

Collection

2012 ASEE International Forum

Authors

Kang SoYeon, Yonsei University

Tagged Topics

Track 3 - Faculty Development

, which made many faculties becomeunconcern to teaching. They know the fact that teaching should be equitable with research, butthey cannot help putting priority on research. Faculty’s indifference to quality teaching has beenproblematic, which has lowered students’ motivation to study engineering. That leads to theslowing down industrial and technological development steadily. As Ernest Boyer, the president of Carnegie Foundation for the Advancement of Teaching,asked the higher education community to consider expanding the meaning of scholarshipcriticizing the research oriented trends, the Korean engineering community strived to improve theengineering education level as well as research. One of the efforts for the Korean

Conference Session

Track: Faculty - Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Yousef Jalali, Virginia Tech; Christine Tysor, Virginia Tech; Vinod K. Lohani, Virginia Tech; Christian Matheis, Guilford College

Tagged Topics

Diversity, Faculty

Diversity and Inclusion and Research Partnership Development: Can Seed Investments Really Help Promote Trans-Institutional Collaborations?AbstractA major research institute within a large land-grant university seeks to foster collaborationsbetween research faculty at the land-grant institution and faculty and students at HistoricallyBlack Colleges and Universities (HBCUs) and Minority Serving Institutions (MSIs). Not only isthe intent to help initiate and foster these research collaborations, but to advise HBCUs/MSIsstudents of the myriad of opportunities available to them to include experiential learningopportunities, undergraduate and graduate laboratory access, summer research programs,available scholarships and exposure to the graduate

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert A Linsenmeier, Northwestern University; Jennifer L. Cole, Northwestern University

Tagged Divisions

Faculty Development Division (FDD)

come up in a class is “Using intellectual conflict as a teaching method toencourage cognitive development and critical thinking.” [5] It is an engaging and importantmethod, and does meet the need for diverse perspectives, but it can make studentsuncomfortable, especially if they have personal experiences that relate to the topic, or if somestudents propose ideas that others reject, so to some extent this method may be in conflict withrespect for students as individuals, and faculty need to think through this. Another issue might bewriting recommendation letters for a student who you feel is less than stellar. You can reject therequest, but if you take it, honesty suggests that you should say what you know about the student.But there are also

Collection

1999 Annual Conference

Authors

Jeffrey A. Griffin; Rick L. Homkes

cooperativeeducation activities, this practice has not been widely embraced by faculty members themselves.The need, however, is self-evident for faculty teaching in the applied engineering areas. Buthow are professional relationships established to enable a formalized internship program forfaculty? What are the advantages of internship participation for both the faculty and thecorporation? What are the steps in developing a faculty internship program? How can the “realworld” experience be incorporated into the classroom setting to enhance education? Thesequestions illustrate the critical issues surrounding the design of such a program. Throughcareful planning and design, however, the corporate world and the academic world can form apartnership to create

Collection

1999 Annual Conference

Authors

Warren R. Hill

emphasis on research, particularly in larger institutions, which causesfaculty to move away from student-oriented activities such as advising, student development anduse of active learning.2 Another factor, which has driven costs up, is that institutions havetraditionally spent all they could. The cost of educating a student depended on how much moneywas available, not necessarily the costs of producing an educated student. Finally it is also claimedthat sabbaticals, administrative leave and tenure have also increased costs. Of these, tenure inparticular is blamed because it has come to mean lifetime employment where tenured facultybecome a permanent part of the institution s payroll.5 In 1996, 57.6% of all faculty in highereducation institutions

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware

Tagged Divisions

Faculty Development Division

will focus on what has been done at UD – andwhat else needs to be done – to support faculty development of its NTT faculty. It will alsoreport on other institutions that are working to carve a place in academe for a new type of facultyposition – one that deserves equal access to many of the benefits enjoyed by tenured and tenure-track faculty.IntroductionThe number of faculty positions off the tenure track at U.S. colleges and universities has been fordecades growing at a faster rate than the number of positions on the tenure track. As a result,between 1995 and 2011, the proportion of tenured/tenure-track (T/TT) faculty positions at 4-yearinstitutions in the U.S. dropped from around 53% to 39%. During this same time, the proportionof faculty