June 15, 2014
June 15, 2014
June 18, 2014
New Engineering Educators
24.1343.1 - 24.1343.10
Using Shadowing to Improve New Faculty AcclimationA shadowing program for assisting new faculty members in becoming successful educators attheir new institution is described. This program aims to foster a dialogue between new facultyand seasoned colleagues, providing opportunities for sharing lessons learned through experience.At the beginning, a new faculty member observes lectures delivered by a colleague teachinganother section of their course, providing practical examples of how the institution’sexpectations translate into practice, as well as pedagogical ideas for effective instruction.Reciprocal observation by the seasoned faculty member provides early feedback to the newfaculty member that is valuable in getting off to a good start. Details of the structure of theshadowing program are presented. Five case studies are offered by faculty who went through theprogram. They share their experiences in how the program was effective for them and in how itcould be improved.
Williams, S. M., & Hasker, R. W., & Holland, S., & Livingston, A. R., & Widder, K. R., & Yoder, J. A. (2014, June), Using Shadowing to Improve New Faculty Acclimation Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23276
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: © 2014 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