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Chapter 21 - Engineering Instructional Development
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- By Richard M. Felder, North Carolina State University, Rebecca Brent, Purdue University, Michael J. Prince, Bucknell University
- Edited by Aditya Johri, Virginia Polytechnic Institute and State University, Barbara M. Olds
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- Book:
- Cambridge Handbook of Engineering Education Research
- Published online:
- 05 February 2015
- Print publication:
- 10 February 2014, pp 409-436
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Summary
University Faculties: Unprepared Practitioners of a Highly Skilled Profession
University faculty* members face a broad range of challenges over the course of their careers. Laursen and Rocque (2009) identify career stages at which they need to acquire different skill sets to meet those challenges: early career (teaching, advising, research, negotiation, and time management skills); mid-career (leadership and administration, collaboration, and outreach skills), and later career (the skill to identify and evaluate possible changes in career direction).
For which of those challenges are new and experienced faculty members systematically prepared? Throughout most of the history of higher education, the answer has been “none.” In the past half-century, faculty development* programs have become available on many campuses, but unfortunately many faculty members are still expected to learn how to do everything their job requires by trial and error. Although there is much to be said for experiential learning, it is not terribly efficient. Studies by Boice (2000) show that for 95% of new faculty members it takes four to five years of trial and error to become fully productive in research and effective in teaching – and in teaching, the ones making the errors (the instructors) are not the ones paying for them (their students). Boice also found, however, that the other 5% – the “quick starters” – are effective in their first one to two years, and the actions that distinguish quick starters from their colleagues can be identified and taught. That is to say, a good faculty development program can cut several years off the normal faculty learning curve.
Contributors
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- By James Ahn, Eric L. Anderson, Annette L. Beautrais, Dennis Beedle, Jon S. Berlin, Benjamin L. Bregman, Peter Brown, Suzie Bruch, Jonathan Busko, Stuart Buttlaire, Laurie Byrne, Gerald Carroll, Valerie A. Carroll, Margaret Cashman, Joseph R. Check, Lara G. Chepenik, Robert N. Cuyler, Preeti Dalawari, Suzanne Dooley-Hash, William R. Dubin, Mila L. Felder, Avrim B. Fishkind, Reginald I. Gaylord, Rachel Lipson Glick, Travis Grace, Clare Gray, Anita Hart, Ross A. Heller, Amanda E. Horn, David S. Howes, David C. Hsu, Andy Jagoda, Margaret Judd, John Kahler, Daryl Knox, Gregory Luke Larkin, Patricia Lee, Jerrold B. Leikin, Eddie Markul, Marc L. Martel, J. D. McCourt, MaryLynn McGuire Clarke, Mark Newman, Anthony T. Ng, Barbara Nightengale, Kimberly Nordstrom, Jagoda Pasic, Jennifer Peltzer-Jones, Marcia A. Perry, Larry Phillips, Paul Porter, Seth Powsner, Michael S. Pulia, Erin Rapp, Divy Ravindranath, Janet S. Richmond, Silvana Riggio, Harvey L. Ruben, Derek J. Robinson, Douglas A. Rund, Omeed Saghafi, Alicia N. Sanders, Jeffrey Sankoff, Lorin M. Scher, Louis Scrattish, Richard D. Shih, Maureen Slade, Susan Stefan, Victor G. Stiebel, Deborah Taber, Vaishal Tolia, Gary M. Vilke, Alvin Wang, Michael A. Ward, Joseph Weber, Michael P. Wilson, James L. Young, Scott L. Zeller
- Edited by Leslie S. Zun
- Edited in association with Lara G. Chepenik, Mary Nan S. Mallory
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- Book:
- Behavioral Emergencies for the Emergency Physician
- Published online:
- 05 April 2013
- Print publication:
- 21 March 2013, pp viii-xii
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