Career Development Workshops for New and Prospective Faculty

新的工程教师需要做出许多选择，影响他们的学术生涯和个人生活。建议举办一系列研讨会，旨在帮助新的和未来的教师（2年的位置）成功地过渡到学术生涯。该研讨会鼓励教师确定合适的职业目标和制定计划的具体目标。研讨会旨在积极主动（例如，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。职业计划的要素将包括：建立一个研究计划（资金，职业奖，问题识别选择，计划管理，合作，网络发展）发展成为一个有效的教师（教学策略，教育奖学金资源（例如，书籍，创新），课程材料和讲座的开发）了解大学环境（终身职位晋升，服务活动，休假，企业家精神，奖励结构，指导期望）平衡你的生活（双职业，个人家庭时间）发展成为一个专业人士（咨询，专业服务，同龄人群体的作用）管理你的时间（目标设定优先事项，减压，良好习惯）准备的研讨会材料代表了对教师发展更广泛领域的贡献。通过收集对李克特项目和开放式问题的回应，该计划将收集新教师面临的挑战及其回应的信息。此外，这两种形式（例如，讲习班结束后的调查）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了解新教师如何过渡到学术生涯和成功的计划。有明显的好处，帮助新教师迅速成为生产力的研究和有效的教师。同样清楚的是，尽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，它可能有助于增加教师的保留。虽然这些讲习班应使所有新教员受益，但应特别使妇女和代表人数不足的少数群体受益，因为她们往往比男性同行面临更大的要求和压力，而且更容易被排除在非正式的教员支助网络之外。将强调新教师在CBET学科的参与。还建议通过在专业协会举办讲习班，以具有成本效益的方式接触未来的教师。预计将有大量（约150至200名）新教师直接参加讲习班。将通过在网上张贴讲习班材料和公布调查结果，进一步传播讲习班的内容。

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.