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Lessons Learned in Implementing Increased Support and Building Academic Community for Teaching Faculty

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Lessons Learned about Faculty Development!

Tagged Division

Faculty Development Division

Page Count

10

DOI

10.18260/1-2--34914

Permanent URL

https://strategy.asee.org/34914

Download Count

105

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Paper Authors

biography

Heidi M Sherick University of Michigan

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Dr. Heidi Sherick has worked in higher education for over 25 years. Currently, Heidi is the Director of Leadership Development in the College of Engineering and the Medical School at the University of Michigan. Her primary role is to design and initiate a suite of professional leadership development activities and coaching, mentoring, and sponsoring strategies for faculty. She provides one-on-one coaching for faculty in new executive leadership roles and for Associate level faculty in Engineering, facilitating career advancement, fostering connections, and providing leadership development opportunities. Heidi served as the Assistant Dean for Undergraduate Programs and Diversity in the College of Engineering at Montana State University from 2001-2012. She also served as the Director of EMPower, the engineering minority program. Heidi earned her PhD in Educational Leadership from University of Nebraska-Lincoln in 2014. She studied developmental relationships in higher education and investigated the processes through which higher education leadership is fostered including mentoring, coaching, role-modeling, sponsoring, and networking.

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biography

Pauline Khan University of Michigan Orcid 16x16 orcid.org/0000-0002-8350-5340

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Pauline Bary Khan has been serving as the Director of the Program in Technical Communication since 2012. She has taught classes in technical communications to undergraduate and graduate students at the College of Engineering since 1997. She has also co-authored the book A Practical Guide to Technical Reports and Presentations for Scientists, Engineers and Students. Her research is on the topic of group culture, climate, and communication.

Prior to her teaching career, Dr. Khan worked as an engineering and project manager to design manufacturing systems in the information technology field, to manufacture and test engine blocks for the automotive industry, and to research coatings for high-speed and high-temperature machining applications. Dr. Khan has a Bachelors of Science degree in Mechanical Engineering and a Masters of Science in Technical Communication, both from the University of Michigan. Her Doctorate in Education was earned from Southern New Hampshire University.

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Elizabeth J Bailey University of Michigan

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Dr. Elizabeth Bailey is an Instructional Consultant at the Center for Research on Learning and Teaching in Engineering at the University of Michigan. She leads programs to prepare graduate students for success in faculty roles and to support new faculty at the College of Engineering. Dr. Bailey earned a Ph.D. in Chemistry at Columbia University in 2019. Previously, she earned an M.A. in Chemistry from Princeton University and a B.A. in Chemistry and Studio Art from Kenyon College.

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Abstract

This lessons learned paper describes the deliberate processes and support mechanisms employed at a College of Engineering in a large, research institution to increase support and engagement of teaching faculty. Using the template provided by Dr. Emily Bird at last year’s ASEE conference as well as needs assessments conducted at the College, strategies have been identified and resources have been deployed to infuse increased support toward building community for teaching faculty. This paper will highlight those practices by faculty developers so colleagues can benefit from the lessons learned.

The current teaching faculty community is being purposefully developed in order to forge a long-term, sustainable, positive climate across departments. The development strategy includes sharing best practices from each of their department settings to institute broader, College-level change, and improving collaboration. Another enhancement includes partnering with the Center for Research Learning and Teaching in Engineering to improve pedagogical practices. In the past two years we have provided careful on-boarding, offering channels of communication beyond the home departments for our teaching faculty. For the teaching faculty going through the review process, increased communication and information sharing has occurred. Finally, ongoing one on one coaching to identify assets and areas of growth are areas required to sustain a positive climate and are now being offered to teaching faculty who are newly advanced to the Lecturer IV positions. The preferred presentation method is Lightning Talk.

Sherick, H. M., & Khan, P., & Bailey, E. J. (2020, June), Lessons Learned in Implementing Increased Support and Building Academic Community for Teaching Faculty Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34914

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: © 2020 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