Career Development Workshops for New and Prospective Faculty

新的工程学院需要做出许多影响他们学术生涯和个人生活的选择。建议举办一系列研讨会，旨在帮助新的和未来的教师（在职2年）成功过渡到学术生涯。这个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。研讨会的设计是积极的(例如，模拟小组，并开始制定实现这些目标的计划。美国国家科学基金会教师早期职业发展（Career）计划的组成部分被用作审查和团队活动的模型，它涵盖了一系列主题。职业规划的要素将包括：建立一个研究项目（资金、职业奖励、问题识别和选择、项目管理、合作、网络发展）成为一名有效的教师（教学策略资源、教育奖学金（如书籍、创新）、课程材料和讲座的开发）了解大学环境（终身职位和晋升、服务活动、休假、创业、奖励结构）平衡你的生活（双重职业，个人和家庭时间）专业发展（咨询，专业服务，同伴团体的角色）管理你的时间（目标设定和优先事项，减轻压力，良好习惯）准备好的研讨会材料代表了对教师发展更广泛领域的贡献。通过收集对Likert项目和开放式问题的回答，该项目将收集有关新教师面临的挑战及其回应的信息。此外，形成性（例如，研讨会结束后的调查）和总结性（一年后的后续调查）评估和评估结果将有助于更好地了解新教师如何过渡到学术生涯并计划成功。帮助新教师在研究中迅速变得富有成效，并成为一名有效的教师，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师在职业生涯中取得更多成就。此外，它还可能有助于提高教师的留任率。虽然这些讲习班应使所有新教员受益，但它们应特别有利于妇女和代表性不足的少数民族，因为她们往往比男性同行面临更大的要求和压力，也更容易被排除在非正式的教员支持网络之外。强调新教师在CBET学科领域的参与。还建议通过在专业协会举办讲习班，以经济有效的方式接触未来的教师。预计将有相当多的新教师（150 ~ 200人）直接参加研讨会。工作坊的内容将会在网上公布，并公布调查结果。

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.