Behrouzi, A. (2017, June), Developing a Robust Teaching Portfolio as a Doctoral Student in a Research-Intensive Engineering Program  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28131

\bibitem{asee_peer_28131}
  Behrouzi, A. (2017, June), \emph{Developing a Robust Teaching Portfolio as a Doctoral Student in a Research-Intensive Engineering Program}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28131

Anahid Behrouzi.  "Developing a Robust Teaching Portfolio as a Doctoral Student in a Research-Intensive Engineering Program".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28131 Internet.  05 May, 2024

\bibitem{asee_peer_28131}
  Anahid Behrouzi.
  "Developing a Robust Teaching Portfolio as a Doctoral Student in a Research-Intensive Engineering Program".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28131 Internet.  05 May, 2024

@INPROCEEDINGS{asee_peer_28131
author = "Anahid Behrouzi"
title = "Developing a Robust Teaching Portfolio as a Doctoral Student in a Research-Intensive Engineering Program"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28131}
number = {10.18260/1-2--28131}
}

TY  - CPAPER
AB  - Successful faculty applications to teaching/undergraduate institutions can be difficult for doctoral students transitioning directly from a research-intensive engineering program. Oftentimes, these prospective faculty members have limited opportunities to engage in engineering education research, to serve as a primary instructor for a lecture course, or to receive adequate mentoring to prepare them for the environment of a teaching/undergraduate institution. 

This paper will highlight the lessons learned by a new faculty member at a top-ranked undergraduate institution (and recent doctoral candidate at a R1 research institution) about how students can build a comprehensive teaching portfolio outside of the traditional coursework and research path required for engineering doctoral degree. This paper includes a discussion of various approaches to leverage extracurricular, teaching-related activities that are available on a research campus. 

AU  - Anahid Behrouzi
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Developing a Robust Teaching Portfolio as a Doctoral Student in a Research-Intensive Engineering Program
UR  - https://peer.asee.org/28131
DO  - 10.18260/1-2--28131
ER  -