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Advice For New Engineering Faculty: Insights Gained From Faculty Development Programs

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Conference

2007 Annual Conference & Exposition

Location

Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007

ISSN

2153-5965

Conference Session

Faculty Development: Creating successful NEEs

Tagged Division

New Engineering Educators

Page Count

11

Page Numbers

12.188.1 - 12.188.11

Permanent URL

https://peer.asee.org/1536

Download Count

27

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Paper Authors

biography

Kam Jugdev Athabasca University

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Dr. Kam Jugdev is an Associate Professor of Project Management and Strategy in the MBA program at Athabasca University in Alberta and an Adjunct Professor at the Schulich School of Engineering, University of Calgary, Alberta. Her specific areas of interest and research include project management as a source of competitive advantage, project lessons learned, project management maturity models, project success/failure, project management education, and distance education. Dr. Jugdev actively contributes to the advancement of academic and professional communities of management practice.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Advice for New Engineering Faculty: Insights Gained from Faculty Development Programs

Abstract

It is not easy being a new engineering faculty member (either as a newly minted PhD or as a new faculty member to the university) and harder still to find one’s bearings when faced with a demanding course load, the stress of demonstrating solid output from a new research agenda, and multiple service commitments. It is even more challenging to get established when the department (or university) lacks a formal faculty development program for newcomers, yet new faculty are expected to “hit the ground running.” As daunting as this may feel, and much as new faculty want to “hit the ground running and just run away,” there are some tricks of the trade that I culled from the literature and my own experiences that I share in this paper. These guidelines may help new engineering faculty in terms of job satisfaction and in addressing key sources of stress.

In this paper, I draw from the higher education faculty development literature and outline the merits of a faculty development program and how crucial these topics are for new engineering faculty members. I examine faculty development topics in the broader context of teaching, research, service, and personal growth and development. Key sources of stress for new faculty members relate to finding time for research, effective teaching practices, the lack of collegial relationships, inadequate feedback/recognition, unrealistic expectations, insufficient resources, the lack of mentors, and little work-life balance. In the paper, I address the following topics:

a) An orientation helps new engineering faculty become familiar with policies, support services, regulations, colleagues in the department, and faculty development resources (e.g., teaching models, resources, and workshops). b) New faculty requires different mentors for different needs such as teaching practices and possibly a senior research mentor. c) An academic dossier encompassing a teaching, research, and service is very important for tenure and promotion purposes. d) The dean has an essential role in ensuring that new faculty members are socialized into the department and have a reduced teaching and service load (at first) so that they can develop solid and successful research agendas. The dean also assists new faculty members develop reasonable annual work plans.

In the efforts to gain their bearings in new positions, new engineering faculty members feel daunted in achieving a work-life balance and inevitably, the scale tips in favor of work.

As I address each topic, I examine the importance of the topic and suggest some guidelines for consideration. I also recommend some useful academic resources for new faculty. In sharing some of my tricks of the trade, I hope that new faculty will not have to personally learn all their lessons the hard way, because at times, it is easier and less painful to learn from the experiences of others.

1

Jugdev, K. (2007, June), Advice For New Engineering Faculty: Insights Gained From Faculty Development Programs Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/1536

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