Career Development Workshop for New Faculty

智力优势：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，旨在帮助新教师（在职2年）成功过渡到学术生涯。该研讨会鼓励教师确定合适的职业目标和具体目标，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制定计划的模型。研讨会的设计是积极的（例如，模拟小组审查，团队活动），它涵盖了一系列的主题。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。通过收集对诸如“作为一名新教员，你觉得压力最大的是什么？”或者“从研究生到教师最困难的是什么？”这个项目将收集有关新教师面临的挑战及其应对措施的信息。此外，形成性（例如，工作坊结束后的调查）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。更广泛的影响：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，这显然有好处。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。预计，直接参加研修班的新教师人数将达到150 ~ 200人（预计每年聘用1000人左右）。工作坊的内容将会在网上公布，并公布调查结果。

Intellectual Merit: 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 faculty ( 2 years in position) successfully transition to an academic career. This workshop encourages faculty to identify suitable career goals and specific objectives 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 developing a plan. The workshop is designed to be active (e.g., mock panel 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 questions such as 'What do you find most stressful about being a new faculty member?' or 'What was the most difficult aspect about the transition from Graduate Student to Faculty?' 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 newfaculty navigate the transition to an academic career and plan for success.Broader Impacts: 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 andunderrepresented 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.It is anticipated that a significant number (~150 to 200) of new faculty will directly participate in the workshop (~ 1000 estimated new faculty hired each year). The content of the workshop will be further disseminated by posting the workshop material on the web and publishing the findings of the surveys.