Asee peer logo

Improving a Preparing Future Faculty in Engineering Program through Increased Collaboration between Faculty in Engineering and Technology

Download Paper |


2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Professional Graduate Education and Industry

Tagged Divisions

College Industry Partnerships and Graduate Studies

Page Count


Page Numbers

22.830.1 - 22.830.8

Permanent URL

Download Count


Request a correction

Paper Authors


Carla C. Purdy University of Cincinnati

visit author page

Carla C. Purdy is an Associate Professor in the School of Electronic and Computing Systems, College of Engineering and Applied Science, at the University of Cincinnati, where she also directs the College's Preparing Future Faculty program. Her research interests include intelligent embedded systems, bioinformatics, and computer simulations of biomolecular systems. She is a Senior Member of IEEE.

visit author page


Xuefu Zhou University of Cincinnati

visit author page

Xuefu Zhou received the M.S. and Ph.D. degrees in Electrical Engineering in 2002 and 2006, respectively, both from the University of Cincinnati where he joined the faculty as an assistant professor in September 2005 and became an associate professor in September 2010. From July 1995 to August 2000, he worked as a R&D Engineer, then Senior Engineer and Project Manager in the industry designing and developing distributed computer control systems, real-time embedded systems for various process controls. He is a senior member of IEEE and a member of ASEE.

visit author page

Download Paper |


Improving a Preparing Future Faculty in Engineering Program through Increased Collaboration between Faculty in Engineering and TechnologyPreparing Future Faculty (PFF) programs typically meet three standard requirements: 1. they focus on the full spectrum of faculty roles and responsibilities with regard to teaching, research, and service, and how these responsibilities may be interpreted in different institutions; 2. they provide participants with multiple mentors and feedback not only on their research but also on teaching and service; 3. to accomplish these goals, they involve a cluster of institutions, with one doctoral degree-granting institution partnering with a variety of other institutions.For the 12-year-old Preparing Future Faculty in Engineering program at the researchextensive University of X (UX), as well as for similar programs elsewhere forengineering graduate students, meeting requirement 3 can be difficult because of the lackof engineering programs at many four-year colleges. While it is possible to find facultyfrom baccalaureate institutions to participate in panels on how to find a job, for example,it is generally harder to identify faculty mentors at nearby schools who can work with thePFF participants in the classroom over an extended period. In many cases, graduatestudents engaged in engineering research just do not have flexibility in their schedules toaccommodate teaching activities which take them too far from their home labs. A few ofour PFF participants have found teaching mentors at the nearby UX College of AppliedScience, but the majority have ended up completing the teaching component of theirprogram with a UX engineering professor whose primary focus is research. Recently,however, UX merged its colleges of engineering and applied science, replacing separateengineering departments and technology departments with schools, with the goal ofcapitalizing on synergies in these programs which will strengthen both. This newstructure provides our PFF in Engineering participants with the type of broad exposure toa variety of academic programs which was previously lacking. In this paper we describeadditional benefits of this merger for PFF participants. For example, overall thetechnology faculty are much more focused on undergraduate teaching and much moreknowledgeable about recent developments in engineering education. In addition, manytechnology faculty have chosen academic positions after extensive experience in industry.Thus PFF students not only learn how different academic programs are organized but canalso get firsthand information on career paths which may include a faculty position butwhich also accommodate extensive industrial experience.

Purdy, C. C., & Zhou, X. (2011, June), Improving a Preparing Future Faculty in Engineering Program through Increased Collaboration between Faculty in Engineering and Technology Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC.

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: © 2011 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