Faculty Development Program for Assistant Professors

1
Faculty Development Program for Assistant
Professors

• Dr. Jeffrey E. Froyd
• Director of Faculty and Organizational
  Development
• Office of the Dean of Faculties and Associate
  Provost
• Texas AM University

2
Background

• To achieve tenure, assistant professors must make
  contributions in
• Research
• Teaching
• Idea Develop a faculty development program
  emphasizing both research and teaching

3
Overview
4
Comments

• Homework at the end of every session (morning and
  afternoon)
• Homework intended to create partial draft of a
  document they will need
• Proposal text
• Course plan
• others
• During the next day, small groups of participants
  reviewed drafts and offered suggestions for
  improvements.

5
Questions

• Do you have questions about specific sections of
  the program?

6
Quick Starter Characteristics

• Limited amount of time on course preparation
  (after their first semester, they averaged 11.5
  hours of preparation per lecture hour).
• Spent three hours weekly on scholarly writing.
• Integrated their research into their
  undergraduate classes.
• Lectured at a pace that invited student
  participation.
• Regularly sought advice from peers, averaging
  four hours weekly discussing research and teaching

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Quick Starter Commitments

• Limit classroom preparation to a maximum of two
  hours per hour of lecture.
• Spend 30-60 minutes a day on scholarly writing.
• Spend at least 2 hours a week on discussions with
  colleagues focused on teaching and research.
• Keep daily records of work time expenditure.
• Integrate research interests into lectures.

8
Constructing a Research Plan

• Describe where you want your research program to
  be in 5-6 years
• Publication numbers
• Proposals written
• Funded grants
• Numbers of graduate students
• External contacts (for letters)

• Identify steps along the path that must be
  accomplished to make your destination a reality
• Grants
• Publications
• People peers, graduate students, postdocs
• Professional network
• Laboratory design
• Mentors
• Professional development

9
Resources

• Career Mentoring Workshops
• Committee on the Status of Women in Computing
  Research
• http//cra.org/Activities/craw/projects/mentoring/
  mentorWrkshp/transcripts.pdf
• Early Career Geoscience Faculty Teaching,
  Research, and Managing Your Career
• http//serc.carleton.edu/NAGTWorkshops/earlycareer
  /
• Career Development for New Engineering Faculty
  Workshop
• http//www.nsf.gov/eng/cbet/new_faculty/new_facult
  y_unm_25may07.ppt
• Academic Scientists' Toolkit
• http//sciencecareers.sciencemag.org/career_develo
  pment/previous_issues/articles/0000/the_academic_s
  cientists_toolkit/
• Toolkit Designing Your Laboratory
• http//sciencecareers.sciencemag.org/career_develo
  pment/previous_issues/articles/1680/toolkit_design
  ing_your_laboratory
• Making the Right Moves
• http//www.hhmi.org/resources/labmanagement/downlo
  ads/moves2.pdf

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Course Development CyclePersonal Instructional
Strategy
Prior Knowledge?
COURSE LEARNING OUTCOMES
Program Learning Outcomes
INTERPRETATION Reflection Documentation Course
Portfolio
ASSESSMENT Homework Exams Student
Portfolio Presentations Written reports Course
survey data
ACTIVITIES Use Think/Pair/Share Do
Demonstration Write Reflections Conduct
Lectures Model thinking
Center for Teaching Excellence Texas AM
University
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Learning Outcomes

• Purposes of learning outcomes
• Guidelines and practice writing a learning
  outcome
• Guidelines and practice writing a set of learning
  outcomes

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Developing a Course Assessment Plan

• A course assessment plan includes
• What you want to assess (learning outcomes)
• How you will assess it
• Major, summative, high-stakes assessment
• Exams, projects, papers . . .
• Smaller, formative, low-stakes assessment
• CATS, homework, blank stares . . .
• When you will assess it
• Schedule of when assessments will occur

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LEADERSHIP (EDWARD ONEIL)LEADERSHIP VISION
RELATIONSHIPS TASKS

• Vision
• Create a vision and set direction for the lab

Making the Right Moves, http//www.hhmi.org/resour
ces/labmanagement/downloads/moves2.pdf
14
LEADERSHIP (EDWARD ONEIL)LEADERSHIP VISION
RELATIONSHIPS TASKS

• Relationships Create an environment for
  productivity and creativity
• Build and manage teams
• Communicate and listen
• Create an environment where people are able to
  give and receive feedback
• Motivate and support graduate students, postdocs,
  and technicians
• Delegate responsibility to others when possible
• Make fair decisions and manage conflicts
• Be sensitive to diverse populations and needs
• Be a mentor to others, as well as seeking his or
  her own mentors

Making the Right Moves, http//www.hhmi.org/resour
ces/labmanagement/downloads/moves2.pdf
15
LEADERSHIP (EDWARD ONEIL)LEADERSHIP VISION
RELATIONSHIPS TASKS

• Tasks
• Design projects and determine time frames
• Create budgets
• Write grants and papers
• Teach courses
• Juggle many different demands at once

Making the Right Moves, http//www.hhmi.org/resour
ces/labmanagement/downloads/moves2.pdf