June 24, 2007
June 24, 2007
June 27, 2007
12.1498.1 - 12.1498.6
Training for Adjunct Faculty Abstract
Professor, teacher, instructor, faculty member –all are cherished and incredibly important titles at any university. At the same time, every full-time faculty member knows that it took time to become a good teacher and that training and mentoring shortens the required train-up period. Members of the Civil Engineering Department Heads Council Executive Committee (DHCEC) have indicated that the American Society of Civil Engineers (ASCE) ExCEEd Teaching Workshop is a must have tool for developing new faculty. So why do we thrust a syllabus into the hands of adjunct faculty and wish them well – while it appears that some type of orientation training is warranted for all full-time faculty? This paper examines the topics that should be covered in such training. The results are based on a survey of existing civil engineering department heads and an examination of the training already available through universities and professional societies.
Almost every civil engineering program will need part-time or adjunct faculty at some time to meet the constantly changing teaching requirements within a program. The need for adjunct faculty may be due to the sudden departure of current faculty, position cuts or unfilled positions due to budget issues, the need to cover new topics such as those associated with the new Body of Knowledge (BOK)1 being instituted in the near future, faculty buy-out for research, or by design such that the number of authorized faculty does not meet the required number of instructors to cover the current course load. Some adjunct faculty teach in a department as part of the full-time faculty, many times without a doctorate or any research requirements, while others teach for a couple of years until the shortage is filled or they teach only as required. However, these faculty are influencing students daily, for good or bad, and in some cases they have a greater influence on the students since many are the current industry professionals that most of our graduates aspire to become.
Most schools require adjuncts to teach subjects that full-time faculty do not want to teach - lower level courses where the enrollments are the largest. Since retention of engineering students is critical in the freshman and sophomore year, it appears that there is a need to ensure these students are taught by trained educators. This paper will address the need for adjunct faculty training, the current availability of such training, and a list of the most important topics that need to be covered as determined by a survey of current civil engineering department heads. Providing adjunct faculty training is being considered by the ASCE Committee on Faculty Development.
II. How many programs have Adjunct Faculty training?
Of the 21 department heads that responded, only two schools had anything resembling training for their adjunct (or similar) faculty – one requires mentoring by the most seasoned faculty in the department and the other requires intense faculty training on teaching for any
Welch, R., & Estes, A., & Considine, C. (2007, June), Training For Adjunct Faculty Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/2235
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