Career Development Workshops for New and Prospective Faculty

新教师和未来教师的职业发展研讨会

• 批准号: 0958554
• 负责人: Timothy Anderson
• 金额: $ 4.89万
• 依托单位: University of Florida
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-10-01 至 2012-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0958554&HistoricalAwards=false
• 关键词: Career; Development; Workshops; New; Prospective

New engineering faculty are required to make many choices that affect their academic career and personal life. It is proposed to conduct a series of workshops designed to assist new and prospective faculty ( 2 years in position) successfully transition to an academic career. This workshop encourages faculty to identify suitable career goals and specific objectives developing a plan. The workshop is designed to be active (e.g., mock panel and begin to develop a plan for achieving them. The components of the NSF Faculty Early Career Development (CAREER) program are used as model for reviews, team activities) and it covers a range of topics. Elements of the career plan will include: Establishing a Research Program (funding, Career Award, problem identification & selection, program management, collaborations, network development) Developing into an Effective Teacher (resources for teaching strategies, education scholarship (e.g., books, innovations), development of course materials and lectures) Understanding the University Environment (tenure & promotion, service activities, sabbaticals, entrepreneurship, reward structure, mentoring expectations) Balancing Your Life (dual careers, personal & family time) Developing as a Professional (role of consulting, professional service, peer groups) Managing Your Time (goal setting & priorities, stress reduction, good habits) The prepared workshop material represents a contribution to the more general field of faculty development. Through collection of responses to Likert items and open-ended questions this program will collect information on the challenges facing new faculty and their responses. In addition, both formative (e.g., end-of-workshop survey) and summative (follow-on survey after 1 year) assessment and evaluation findings will contribute to better understanding of how new faculty navigate the transition to an academic career and plan for success. There is clear benefit to helping new faculty quickly become productive in research and effective as a teacher. It is also clear that early creation of a sensible career plan allows faculty to achieve more over their career. In addition, it will likely contribute to increased faculty retention. While these workshops should benefit all new faculty members, they should be particularly beneficial to women and underrepresented minorities, who are frequently subject to greater demands and stresses than are their male counterparts and are also more apt to be left out of informal faculty support networks. Participation of new faculty in the CBET disciplines will be emphasized. It is also proposed to cost effectively reach out to prospective faculty by conducting workshops at professional societies. It is anticipated that a significant number (~150 to 200) of new faculty will directly participate in the workshop. The content of the workshop will be further disseminated by posting the workshop material on the web and publishing the findings of the surveys.

新的工程学教员需要做出许多影响他们的学术生涯和个人生活的选择。拟举办一系列讲习班，以协助新教师和未来教师(任职2年)顺利过渡到学术生涯。本研讨会鼓励教师确定合适的职业目标和制定计划的具体目标。讲习班的设计是积极的(例如，模拟小组)，并开始制定实现这些目标的计划。NSF教师早期职业发展(Career)计划的组成部分被用作审查、团队活动的模型，它涵盖了一系列主题。职业生涯计划的要素将包括：建立一个研究计划(资助、职业奖励、问题识别和选择、项目管理、合作、网络发展)，发展成为一名有效的教师(教学战略、教育奖学金(例如，书籍、创新)、课程材料和讲座的资源)了解大学环境(终身教职和晋升、服务活动、休假、企业家精神、报酬结构、指导期望)平衡你的生活(双重职业，个人和家庭时间)发展为专业人员(咨询、专业服务、同龄人小组的角色)管理你的时间(目标设定和指导期望)优先事项、减轻压力、养成良好习惯)准备好的研讨会材料代表着对更广泛的教师发展领域的贡献。通过收集对Likert项目和开放式问题的回答，该计划将收集关于新教师面临的挑战和他们的反应的信息。此外，形成性(例如，研讨会结束调查)和总结性(一年后的后续调查)评估和评价结果将有助于更好地理解新教师如何过渡到学术生涯和规划成功。帮助新教师迅速提高研究效率和作为教师的效率，显然是有好处的。同样明显的是，及早制定合理的职业规划，可以让教职员工在职业生涯中取得更大成就。此外，它还可能有助于提高教师的留任率。虽然这些研讨会应该会让所有新教员受益，但对女性和代表性不足的少数族裔尤其有益，她们往往比男性同龄人面临更大的要求和压力，也更容易被排除在非正式的教职员工支持网络之外。将强调新教员对CBET学科的参与。还建议通过在专业协会举办研讨会，以符合成本效益的方式接触未来的教师。预计将有相当数量的新教员(约150至200人)直接参加讲习班。讲习班的内容将通过在网上张贴讲习班材料和公布调查结果来进一步传播。