New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Session Topics: Best practices in graduate engineering and technology education; Graduate student needs and experiences
Preparing Future Engineering Faculty Seminar: Influences on Doctoral Students’ Understanding of Faculty Work
Systematic, thorough preparation of doctoral students in graduate school for academic careers in engineering increases likelihood of their future successes in professoriate roles.Therefore, doctoral education has been undergoing curricular changes to complement students’ traditional disciplinary preparations with interventions that raise student awareness of expectations of faculty members and offer opportunities to address these expectations while still in graduate school. However, in-depth evaluations about how such curricular activities influence students’ preparation for academic careers in engineering are sparse. To address this void, this exploratory study examines influences of a single curricular activity – a professional development seminar – on students’ preparation for academic careers in engineering.
A qualitative methods approach was used to determine participants’ definitions of successful faculty and influences of the seminar on their definitions of successful faculty. Data, which included participants' demographics and open-ended responses inquiring about participants' definitions and evolution of definitions as a result of participation in the professional development seminar, was collected using a retrospective approach. Participants' demographics were summarized and open-ended responses were coded into four categories under the roles of research, teaching and service during data analysis. Categories included: conceptual understandings of faculty work, knowledge and skills, interpersonal skills and professional attitudes and habits of successful engineering faculty.
Overall, the seminar was effective at promoting students' understanding of faculty work. Majority of participants identified research, teaching and service as roles faculty must serve to be considered successful in their jobs. Participants’ conceptual understanding of purposes of education and exposure to roles integral to identity of successful faculty was enhanced through the seminar. Participants also gained a deeper awareness of knowledge and skills, interpersonal skills and professional attitudes and habits essential for succeeding in academic positions.The authors expect results to inform graduate deans and others in developing effective programs for preparing future engineering faculty.
Rathore, G., & Froyd, J. E., & Yeter, I. H., & Pariyothorn, M., & Kohli, N., & Enjeti, P. N. (2016, June), Preparing Future Engineering Faculty: Influences of a Professional Development Seminar on Doctoral Students' Understanding of Faculty Work Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27336
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