June 20, 2010
June 20, 2010
June 23, 2010
New Engineering Educators
15.1287.1 - 15.1287.13
UFAST – Practical Advice for Accelerating New Faculty Scholarship
Abstract The issue of accelerating faculty scholarship is a key item especially for new/untenured faculty. New faculty future career success depends on developing scholarship productivity quickly. Previous research has shown how mentoring new faculty at the early stages of their career has had significant impact on new faculty success. Mentorship is especially important at institutions that have an increasing demand for faculty scholarship. The new untenured faculty must also learn and balance teaching and service responsibilities. In addition to essential mentoring of untenured faculty by senior faculty, untenured faculty can also benefit from peer mentoring by other untenured faculty. This paper reviews practical advice for creating a collaborative, untenured faculty peer scholarship team, in our case called Untenured Faculty Accelerated Scholarship Team (UFAST). In this paper, the authors will discuss what drove the need to form UFAST and the practical advice which has been developed by the UFAST team. This paper will also provide an account of individual experiences in developing scholarship agendas as new faculty. The authors conclude with the advice that operating as a collegial and collaborative scholarship team, especially one whose members’ existence depends on the team’s success, allows the untenured faculty members to quickly share, support, and achieve individual scholarship success.
Introduction Beginning a new career as a faculty member in higher education has many challenges, among these is developing new course material, completing your service goals, attracting and supervising student assistants, and developing your individual funded scholarship foci. Several excellent resources exist to assist new faculty as they develop their individual teaching styles,[1-5] but in the authors’ experience practical advice is lacking for new faculty to develop and accelerate their scholarship productivity. Therefore, this paper will provide practical advice and individual experiences in operating as an untenured faculty scholarship team.
Rochester Institute of Technology is a teaching institution focused on career-oriented education enjoying a good reputation regionally. Like many universities the institution is in the process of refocusing faculty priorities toward more research and scholarship than has been done in the past. Because many faculty have not been research-active, it is crucial for them to quickly develop their scholarship foci, and research plans to allow them to achieve tenure.
A successful tenure program requires a balance of teaching, scholarship, and service; however, developing a robust research and scholarship agenda while trying to maintain the excellence in teaching and a broad service agenda is a challenge. In addition, teaching-oriented colleges often lack research laboratories, have a very limited number of graduate students, and offer little or no startup funds to new faculty. Because of economic constraints, both administrators and faculty are being asked to do more with less support . Simply put, the “action figure” portrait of today’s engineering/engineering technology professor, who has to do it all—from top-notch lesson plans to award-winning research—has become our reality.
Garrick, R., & Anson, S., & Castro-Cedeno, M., & Dell, E., & Greene, C., & Romanowski, C., & Slifka, M., & Villasmil, L., & Lee, J. (2010, June), Ufast – Practical Advice For Accelerating New Faculty Scholarship Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16583
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