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Strategic Planning For New Faculty: From What To How

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Faculty Development II

Page Count

9

Page Numbers

10.1141.1 - 10.1141.9

Permanent URL

https://peer.asee.org/15456

Download Count

11

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Paper Authors

author page

Justin Davis

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

Strategic Planning for New Faculty: From What to How Justin S. Davis Mississippi State University

Abstract

This paper describes methods of implementing advice given to new faculty members. Every new faculty member is (or should be) given advice through mentoring, new faculty training, and development programs. Many times new faculty are told what they need to do to succeed, but not how to do it.

1. Introduction

Broad advice targets a broad audience, but specific advice is more difficult to give because every faculty member’s situation has different priorities. Therefore, the implementation of the broad advice is left to the creativity of the faculty member. For example, faculty members are told to set goals, but they should also be told how to go about choosing correct goals. This paper describes a process for setting specific career goals and building a hierarchy of objectives to complete them. This makes long term goals easier to handle by dividing them into smaller manageable goals (month-to-month).

Since faculty members are only human, state of mind effects productivity. Low morale often leads to low productivity which in turn leads to time inefficiency. Burn-out and low morale are factors that can be accounted for with good goal setting. For example, instead of setting a goal in number of dollars of grant/contract money, set a goal which the faculty member has control over like number of proposals written. Since faculty members have no control over the acceptance of a proposal once submitted, it should not be a defined goal.

Another broad topic of advice is time management. Most faculty members have different inefficiencies in time management due to their personality, so self-analysis is important to discover strengths and weaknesses. This paper describes techniques for self- analysis and how that analysis can be used to determine which advice is best suited to maximize time efficiency.

This paper is not only for junior faculty on how they can implement good advice, but also for senior faculty disseminating that advice on how they can make its implementation easier. A large amount of advice already exists and should be distributed to new professors1-5.

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”

Davis, J. (2005, June), Strategic Planning For New Faculty: From What To How Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/15456

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