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Exploring the Diversity in Faculty Careers: Formative and Summative Assessment in a Preparing Future Faculty Course

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2012 ASEE Annual Conference & Exposition


San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012



Conference Session

Exploration of Trends in Engineering Education

Tagged Division

Graduate Studies

Page Count


Page Numbers

25.618.1 - 25.618.7



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Paper Authors


Cyndi Lynch Purdue University, West Lafayette

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Cyndi Lynch is the Director of Fellowships and Graduate Student Professional Development for the Graduate School. Lynch is a registered veterinary technician, focusing on animal behavior. She holds a bachelor/s degree in animal science and a master's of science degree in curriculum and instruction from Purdue University. Lynch administers the fellowship program for the university, counseling students on fellowship applications, and fostering positive experiences for fellows. In addition to the fellowship responsibilities, Lynch directs the Graduate Student Professional Development program and instructs Purdue’s Preparing Future Faculty course and the Preparing Future Professionals course, designed to facilitate graduate students transition into faculty positions and non-academic positions respectively. Lynch’s research focuses on doctoral student engagement and assessment of doctoral student learning outcomes in identified best practices, including mentoring, developing effective writing strategies, orientations and transition courses, and doctoral student professional development.

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Jiabin Zhu Purdue University, West Lafayette

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Jiabin Zhu is a Ph.D. student in the School of Engineering Education at Purdue University. She obtained a B.S. in physics from East China Normal University, a M.S. in optics from Chinese Academy of Sciences (CAS), and a second M.S. in biomedical engineering from Purdue University. Her primary research interests relate to comparative study methods and frameworks in engineering education, global engineering, professional development, and mentoring of engineering graduate students. She is a student member of American Society for Engineering Education (ASEE).

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Monica Farmer Cox Purdue University, West Lafayette

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Exploring the Diversity in Faculty Careers: Formative and Summative Assessment in a “Preparing Future Faculty” CourseDoctoral students’ understanding of the diversity of careers in higher education is importantcomponent of their career development. During their doctoral study, emphasis is placed onresearch. Additionally, doctoral students are mentored during this time by research-focusedfaculty. However, many faculty positions across the nation are not as research-focused and it isimportant to provide doctoral students with an understanding of the diversity of faculty careersavailable to them. Preparing Future Faculty is a course designed to facilitate doctoral students’exploration of diverse faculty careers available to them.Preparing Future Faculty explores faculty roles and responsibilities as they relate to institutionalmissions and institutional type (community colleges, liberal arts colleges, research I universities,etc.). Topics include: faculty roles and responsibilities, the academic job search and hiringprocess, promotion and tenure, diversity in academia, disciplinary paradigms and assessment,and balancing academic and personal life. Using the University as a model, students explorefaculty roles and responsibilities through conversations with The University administrators,faculty, and alumni. In addition to representing different roles and positions at The University,each speaker represents various broad disciplines. Identification of the various types of higher education institutions (community colleges, liberal arts colleges, research I universities, etc.), and an exploration of how faculty roles and responsibilities differ at each of these institutions. Presentations by invited vice provosts, deans, and department heads on institutional expectations of faculty in fulfilling institutional missions and how faculty are impacted by these expectations. Presentations by invited PFF alumni, new faculty at other institutions, who will share their personal experiences on the academic job search, starting a faculty career, and navigating the pre-tenure process. Identification of the skills needed by faculty and the resources available to graduate students for faculty skill development and enhancement.The course culminates in the development of an academic portfolio which includes job searchdocuments (CV, cover letter, teaching and research statements), and a conceptual frameworkwith strategies that facilitate the transition from graduate student to assistant professor. Thispaper discusses the formative and summative assessment that occurs throughout the course inrelation to the three overarching components of in-class discussions, online discussions, andportfolio activities. 

Lynch, C., & Zhu, J., & Cox, M. F. (2012, June), Exploring the Diversity in Faculty Careers: Formative and Summative Assessment in a Preparing Future Faculty Course Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21375

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: © 2012 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