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Multi Campus New Faculty Development To Improve The Culture Of Teaching

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

ASEE Multimedia Session

Page Count

9

Page Numbers

8.864.1 - 8.864.9

Permanent URL

https://peer.asee.org/11591

Download Count

28

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Paper Authors

author page

Steven Graham

author page

Ronald Bieniek

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2793

Multi-Campus New Faculty Development to Improve the Culture of Teaching

William G. Fahrenholtz, Ronald J. Bieniek, and Steven W. Graham University of Missouri-Rolla/University of Missouri-Rolla/University of Missouri-System

Abstract

The strategic plan of the University of Missouri calls for renewed emphasis on student learning and the creation of learner-centered environments. As major step in achieving this vision, the University of Missouri (UM) system launched the New Faculty Teaching Scholars (NFTS) Program in 2001-2002.1 It is a system-wide development program for early career faculty on its four campuses: Columbia, Rolla, St. Louis, and Kansas City. The program is open to tenure- track faculty from any discipline within the first few years of their appointment. Participation carries institutional recognition and backing because nominations rise through academic administrative layers, with final selection made by campus program directors representing the system Vice-President for Academic Affairs.

The NFTS program sponsors three system-wide retreats (on course-design, teaching renewal, and academic portfolios) and campus-based activities scheduled throughout the year. These enable new faculty to interact and collaborate with other new scholars who are based across the system. They become acquainted with the process of student learning and its assessment, are exposed to a variety of teaching pedagogies, and interact with excellent teachers on their own campuses. All of these experiences help new faculty improve their effectiveness in promoting actual student learning in a variety of teaching environments, while promoting system-wide collegiality. The scholars also learn how to increase their teaching efficiency so that they can more effectively balance their time among teaching, research, and service responsibilities.

This paper will provide an overview of the NFTS program. Assessment results, based on the evaluation2 of the 2001-2002 program, will be summarized and analyzed. Lessons learned will be discussed. Special emphasis will be placed on aspects, benefits and modifications to the NFTS approach that can be used to enhance the professional development of engineering faculty at any institution.

Introduction

Scientific studies, reports from national panels, and institutional constituents have all recognized that change is needed in the process by which research universities train engineers. Rigorous studies such as those described by McKeachie and Felder have found that active learning

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright ” 2003, American Society for Engineering Education

Graham, S., & Bieniek, R. (2003, June), Multi Campus New Faculty Development To Improve The Culture Of Teaching Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/11591

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: © 2003 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