Preparing New PhDs for Academic Careers: Efficacy of Holistic Faculty Development

由得克萨斯大学埃尔帕索分校举办的这次研讨会将有助于为新的博士和新的工程教师在具有高教学价值的机构的职业生涯做好准备，包括西班牙裔服务机构，少数民族服务机构和3级大学。 该项目将开发和举办一个研讨会，并研究一个整体的方法来准备新的教师在第3级，少数民族和西班牙裔服务机构（HSI）任教的有效性。该研讨会将帮助新教师更好地满足这些机构对他们提出的各种要求，并提高本科生所经历的教学质量。 研讨会解决了博士学位的一个弱点。为满足三级机构对教师的要求做好准备。由于HSIs的工程系，少数民族服务机构和第3级机构往往规模较小，而且由于本科生的教学是部门工作的一个重要组成部分，新教师必须迅速熟练地满足一系列需求，而不是建立一个研究计划。 该项目将帮助新教师更有效地为不同的学生提供建议和指导，为ABET认证工作做出贡献，让不同的本科生参与研究，在课堂上使用技术，包括在教学中参与学生学习的最佳实践，并参与教育研究项目。 大多数新的教师在3级，HSIs和少数民族服务机构几乎没有准备好解决这些需求。 本次研讨会将有助于提高教师的有效性，并导致在HSIs和少数民族服务机构的本科生更好的学习经验。拟议的研讨会认识到，在第3级机构，HSIs，和少数民族服务机构面临着一系列独特的需求新的教师教学。该研讨会将向教师介绍的问题，有效的战略，并在对教师的需求放在关键领域的可用资源。以实证为基础的实践为基础，研讨会的整体方法旨在包括对教师时间的所有主要期望，以及哪些新教师可能缺乏经验。要解决的问题包括：指导和建议，ABET认证，从事研究的本科生，并为从事学生学习的有效做法。研讨会的组织者预计，未来的产品可以提供一个学分课程的形式，为研究生期待在HSIs和少数民族服务机构的职业教学。这项工作的成果将广泛传播，以造福STEM教育界。

This workshop conducted by the University of Texas at El Paso will help to prepare new PhDs and new engineering faculty for careers at institutions with a high value on teaching including Hispanic serving institutions, minority serving institutions and tier 3 universities. The project will develop and conduct a workshop as well as study the effectiveness of a holistic approach to preparing new faculty to teach at tier 3, minority and Hispanic Serving Institutions (HSIs). The workshop will help new faculty to better meet the wide variety of demands placed upon them at these institutions and improve the quality of teaching experienced by undergraduates. The workshop addresses a weakness in Ph.D. preparation for meeting the demands placed upon faculty at tier 3 institutions. Since engineering departments at HSIs, minority serving institutions and tier 3 institutions tend to be smaller, and because the teaching of undergraduates is a large component of departmental work, new faculty must quickly become skilled at meeting a range of demands other than establishing a research program. This project will help new faculty to more effectively advise and mentor diverse students, contribute to ABET accreditation efforts, engage diverse undergraduates in research, use technology in the classroom, include best practices for engaged student learning in their teaching, and participate in education research projects. Most new faculty at tier 3, HSIs and minority serving institutions are little prepared to address these demands. This workshop will help to improve faculty effectiveness and lead to better learning experiences for undergraduates at HSIs and minority serving institutions.The proposed workshop recognizes that new faculty teaching at tier 3 institutions, HSIs, and minority serving institutions face a unique set of demands. The workshop will introduce faculty to the issues, effective strategies, and available resources in key areas of demand placed on faculty. Grounded in evidence-based practices, the workshop's holistic approach aims to include all of the major expectations placed on faculty time, and which new faculty are likely to lack experience. Topics to be addressed include: mentoring and advising, ABET accreditation, engaging undergraduates in research, and effective practices for engaged student learning. Workshop organizers expect that future offerings could be made available in the form of a one-credit course for graduate students anticipating a career teaching in HSIs and minority serving institutions. Results from this work will be widely distributed for the benefit of the STEM education community.