Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Faculty Development Constituency Committee
Many colleges of engineering have strategic plans that capture the key aspects of their mission to promote excellence in the college. Often the college’s strategic plan is based loosely on the university level plan in terms of themes and overarching goals. Faculty have varying levels of input into and interaction with the execution of the strategic plan with the majority of their focus concentrating on the day-to-day operations of their research and academic programs. Faculty well-being surveys can also reflect the status of the faculty views on their collective experiences in an institution; some issues raised in these surveys can be addressed in targeted college of engineering faculty development initiatives.
This paper presents the process of an established college level faculty development initiative that compares the findings of a comprehensive faculty program survey targeting 300 faculty of all ranks with the results from a nationally utilized faculty well-being survey. The goal of the initiative was to integrate programmatic faculty feedback into a modified roadmap for increased effective faculty development and well-being. Against the backdrop of a strategic plan, a group of senior engineering faculty provided discipline specific insights to ensure programmatic development that will impact faculty at all ranks across the college. The incorporation of paradigm-shifting approaches to faculty mentoring and faculty peer coaching provide new mechanisms to meet the core principles articulated in the College of Engineering’s strategic plan.
Grant, C. S., & Smith, B. E., & Martin-Vega, L. A., & Stimpson, M. T. (2018, June), Executing COE Faculty Development at the Intersection of a Strategic Plan and Faculty Well-being Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30473
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015