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Thursday, November 15, 2012
EDUCAUSE New: 3-Part Leadership Program, Apply Now!
Tomorrow's Professor: Just-In-Time vs. Just-In-Case: Effective Orientation for New Faculty Members
The standard way to prepare people for a faculty career is not to. At most universities, new faculty members go to a campus-wide orientation workshop to be welcomed by the Provost and hear about their insurance and retirement options and the locations and functions of various campus administrative units, and graduate students learn how to work on a research project someone else has defined, but that?s about it for academic career preparation. Little or nothing is generally said to either future or current professors about the three questions all new faculty members at research universities have uppermost on their minds: (1) How do I start and build an effective research program? (2) How do I teach? (3) How can I manage to do everything I need to do to get tenure and promotion and still have a life?
This is an absurd state of affairs. Being a tenure-track
faculty member at a research university requires doing many things graduate
school does not routinely teach, such as how to identify and approach funding
sources and write successful proposals to them, compete with famous and
well-funded faculty colleagues for good graduate students, design courses and
deliver them effectively, write assignments and exams that are both rigorous
and fair, deal with classroom management and advising problems and cheating,
and learn a campus culture and integrate smoothly into it. Figuring out all
those things on one?s own is not trivial, and while there is something to be
said for trial-and-error learning, it?s not efficient. Robert Boice [1] studied
the career trajectories of new faculty members and found that roughly 95% of
them take between four and five years to get their research productivity and
teaching effectiveness to levels that meet institutional standards. A 4?5 year
learning curve is long and
costly for universities, which invest as much as a million dollars in each new
faculty hire, and the costs continue to mount for those faculty members who
never manage to become effective at either research or teaching.
Boice also observed, however, that 5% of new faculty
members meet or exceed their institutions? expectations for both research and
teaching within their first 1?2 years. These quick starters do several things
differently from their colleagues, including scheduling regular time for
working on scholarly writing and sticking with the schedule, limiting lesson
preparation time to less than two hours per hour of lecture (especially after
the initial course offering), and networking with colleagues several hours a
week, which helps the new faculty members transition into their institutional
culture and cultivates advocates for them among those who will eventually vote
on their promotion and tenure.[1] The problem is that new faculty members are
seldom made aware of those strategies and other things they should be doing to
get their research and teaching careers off to a good start. In the absence of
appropriate orientation and mentoring, most make the same mistakes 95% of their
colleagues make in
their first few years, and the 4?5 year learning curve, tremendous stress and
anxiety, and sometimes failure to earn tenure are the consequences.
As part of its comprehensive faculty development
program,[2] shortly before the start of the Fall 2000 semester the N.C. State
University College of Engineering (COE) gave a four-day orientation workshop to
its new faculty members, covering essentially all of the topics mentioned in
the second paragraph of this column. Since 2001 the workshop has been given
jointly to new faculty in the COE and the NCSU College of Physical and
Mathematical Sciences (PAMS), and it has now reached 257 faculty members (171
from COE, 86 from PAMS). Most participants were concerned about spending four
days at a workshop shortly before the start of their first semester, but they
were assured by their department heads and faculty colleagues that it would be
worth their time. Those who participated clearly felt that it was:
end-of-workshop rating forms have been completed by 238 attendees, who gave the
program 209 ?excellent,? 29 ?good,? and no ?average,? ?fair,? or ?poor?
ratings.
Open responses in the post-workshop evaluations include
many positive comments about the following workshop features:
? Practicality. The emphasis in the workshop is on ?just-in-time?
information as opposed to the ?just-in-case? material that comprises most new
faculty orientations. Besides tips on starting and building a research program
and designing and delivering courses, sessions are devoted to dealing with
common headaches in the life of a faculty member, including difficulty getting
proposals and papers written and accepted; setbacks in research projects such
as equipment breakdowns, unproductive research assistants, and loss of funding
in mid-project; a wide variety of classroom management and academic advising
problems; and cheating.
? Interactivity. While there is some lecturing in the
workshop, a substantial portion of the four days is occupied with activities.
The participants critique research descriptions, proposals, learning
objectives, and examinations; work in bi-disciplinary pairs to outline a
research project that involves the areas of expertise of both team members,[3]
and find resolutions to hypothetical research, teaching, and advising crises.
By the end of the first day the participants have clearly formed a learning
community that continues to strengthen as the workshop progresses.
? Relevance to the participants? disciplines.
Illustrative research and teaching scenarios and a mock NSF panel review are
all STEM-related. In fact, a comprehensive workshop like this could not be
given to a campus-wide audience, since many of the things faculty members need
to know (especially where research is concerned) differ significantly between
STEM and non-STEM disciplines.[4]
? Relevance to the local campus culture. The participants
learn about what they really need to do to succeed at N.C. State, with the
message coming from engineering and science deans and department heads,
research support staff, and some of the best STEM researchers and teachers on
campus. Most participants leave the workshop with a strong sense that their
administrators and senior colleagues are firmly committed to their success.
They know where to go when they need help, and they feel comfortable asking for
it.
To gauge the impact of the workshop, 32 attendees and
nine non-attendees were surveyed three years after they joined the faculty.
Attendees outperformed nonattendees in both research productivity and teaching
evaluations. When asked to rate their orientation to their new profession, the
attendees gave it an average rating of 4.6/5 and the non-attendees rated it
3.4/5. The workshop also plays an important role in faculty recruitment efforts
in the two colleges. Candidates have said that its existence was a major factor
in their decision to come to N.C. State, since none of the other universities
they were considering offered anything comparable.
When we visit other campuses to give teaching seminars we
generally mention the workshop to our hosts, observing that its benefits to
both new faculty members and their institutions are significant and the total
cost of food and facilitators? fees is in the noise level of most institutional
budgets. The overhead from a single substantial grant that would not have
otherwise been awarded would more than cover the cost, and based on the
feedback we have received, there have been many such grants. We don?t
understand why every research university is not doing something similar for its
new faculty members. Does yours? If not, why not?
References
1. R. Boice, Advice for New Faculty Members, Needham
Heights, MA: Allyn & Bacon, 2000.
2. R. Brent, R.M. Felder, and S.A. Rajala, ?Preparing New
Faculty Members to be Successful: A No-Brainer and Yet a Radical Concept,?
Proceedings, 2006 ASEE Annual Meeting, June 2006. <http://www.ncsu.edu/felder-public/Papers/ASEE06(NewFaculty).pdf>.
3. D.F. Ollis, R.M. Felder, and R. Brent, ?Introducing
New Engineering Faculty to Multidisciplinary Research Collaboration,?
Proceedings, 2002 ASEE Annual Meeting, Montreal, ASEE, June 2002. <http://www.ncsu.edu/felder-public/Papers/Bidisciplinary.pdf>.
4. R.M. Felder, R. Brent, and M.J. Prince, ?Engineering
Instructional Development: Programs, Best Practices, and Recommendations,? J.
Engr. Education, 100(1), 89?122 (2011).
<http://www.ncsu.edu/felder-public/Papers/Instruct_Dev(JEEv100).pdf>.
DU, XULA & SUBR Hosts MSIRPC Regional Conference & NYU Faculty Resource Network Symposium November 15th-17th, 2012
Dillard University in conjunction with Southern University
and A&M College is co-hosting the Minority Serving Institutions Research
Partnership Consortium (MSRPC) Regional Conference, on Thursday, November
15th and 16th in the Professional Schools and Science
Building.
Georges Auditorium
101K & 101M
131
133
135
136
151
164
Please help us to make a good impression by helping to keep
these areas clean and free of clutter. If you have classes scheduled in
any of these designated areas, please make alternative arrangements for the
duration of these two (2) conferences.
Executive Assistant
Office of Academic Affairs
(504) 816-4216 (office)
(504) 816-4144 (fax)
balbert@dillard.edu
Dillard University Division of Student Success: Student Support Services - November and December 2012 Activities
Dillard University
Division of
Student Success
Student Support
Services: Regular
November and
December 2012 Activities
1.
T.E.A.S. Math Specific Workshop (Dr. Cook) :
Thurs., Nov. 8 & 15, 2012 - DENT 142
- 12 noon & 4:00 PM
NOTE: THE T.E.A.S.
WILL BE ADMINISTERED ON SATURDAY, November 17, 2012
2. Extended tutoring and
Workshops are scheduled below:
•
Science After-hours Tutoring/Exam Review Schedule Fall, 2012 (Mrs.
Robinson)
Location: Dent Hall, Rms.
120, 142, 167
Tuesdays, November 6, 13, 20, 27,
28, 29, 2012 from Time: 5:00 PM - 6:30 PM
Exam Review: November 27,
28 & 29; December 4, 5, & 6, 2012 Time: 5:00 PM - 7:00 PM
• Math
After-hours Tutoring/Exam Review Schedule Fall 2012 (Dr Cook)
Thursday - November 1, 8
15, 29, 2012 from 5:00 PM – 6:30 PM - Dent
114.
Monday and Tuesday -
November 26 & 29 - 12 noon & 4:00 PM
Wednesday, December 5, 2012,
Library & Thursday, December 6, 2012 - Dent 114 - 5:00 PM – 6:30 PM
•
Academic Skills Enhancement (Mrs. Jones)
Study Skills - Tuesday,
November 6, 13, and 20 & 27, 2012 - 5:00 PM – to 8:00 PM – William
Alexander Library
3.
Ongoing scheduling of tutoring for First Year students (All Labs)
4.
Kick Off to Finals: Wednesday, November 28, 2012 - Dent Gymnasium - 2:30
PM to 4:00 PM
“Student Success
is
Dillard University Division of Student Success Student Support Services - Annual Kick-Off to Finals Fall 2012!
Dillard University
Division of
Student Success
Student Support
Services: Regular
Presents
The 4th
Annual
Kick-Off to Finals
November 28,
2012
Dent Gymnasium
2:30 p.m. to
4:00 p.m.
Come
join us as we dedicate an afternoon
of fun
and motivation as you prepare
We
will have a DJ, refreshments, and door prizes.
“Student Success
is
NEA HIGHER EDUCATION CONFERENCE SURVEY AND SAVE THE DATE!
SAVE
THE DATE !
NEA HIGHER EDUCATION
CONFERENCE 2013
“FACULTY, STUDENTS
AND THE COMMON GOOD”
PORTLAND MARRIOTT
DOWNTOWN WATERFRONT
PORTLAND, OREGON
CONFERENCE DATES
MARCH 22-24, 2013
LEADERSHIP DAY
MARCH 21, 2013
NCHE MEMBERSHIP
MEETING
MARCH 21, 2013
(7P.M.) AND MARCH 22, 2013 (8 A.M.)
HIGHER ED STATE STAFF
TRAINING
MARCH 22, 2013
“FACULTY, STUDENTS
AND THE COMMON GOOD”
As our nation becomes increasingly partisan and polarized,
especially between rich and poor, and as public education becomes increasingly
underfunded and targeted by anti-egalitarian forces, what is the role of
faculty, academic professionals, higher education support professionals and
students in creating a more democratic, more decent society. What is the public
good, and what does it mean to fight for it?
Registration information will be posted on the NEA website as soon
as registration opens.
Please take time to provide
your suggestions for this year’s conference by completing a survey at http://www.surveymonkey.com/s/higheredconference.
For more information, contact Rachelle Grant at rgrant@nea.org or Phadra Williams Tuitt at pwilliams@nea.org.
Have a*´¨)
¸.•´¸.•*´¨) ¸.•*¨)
(¸.•´ (¸.•´ * Wonderful day!
¸.•´¸.•*´¨) ¸.•*¨)
(¸.•´ (¸.•´ * Wonderful day!
Rachelle Grant
National
Education Association | Center for Organizing
1201 16th
St. NW |Ste 410 |Washington,
DC 20036 | Phone: 202.822.7338 | Fax:
202.822.7624 | rgrant@nea.org
2013 NEA Higher Education Conference Call For Proposals
CALL
FOR WORKSHOP PROPOSALS
2013 NEA Higher education conference
“faculty, students and the Common Good”
Call for Workshop Proposals
You are invited to submit proposals for workshops to be
held at the 2013 NEA Higher Education Conference in Portland, Oregon at the
Portland Marriott Waterfront.
The purpose of workshops is to provide a forum for
exchanging opinions and presenting ideas. The theme of this year’s conference
is “Faculty, Students and the Common Good”.
Proposals should include:
·
Workshop name
·
150- to
200-word overview of the workshop. Workshop sessions can be submitted in
the areas of organizing, member recruitment and engagement, local association
best practices, social media, political action best practices, bargaining,
policy, pedagogy or any other topic in keeping with this year’s conference
theme.
·
A two to
three sentence descriptor or your workshop. This is the descriptor that will be
used in the program if your workshop is selected.
·
Please
denote whether this workshop can be a 45 minute flash session, a 1.15 breakout
session, a 1.30 breakout session or all three.
Workshop proposals should be submitted no later than
December 1, 2012 to Phadra L. Williams Tuitt at pwilliams@nea.org.
Proposals will be reviewed and you will be contacted no
later than January 3, 2013.
Tuesday, November 13, 2012
Connections 2013 Conference - Registration Now Open!
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The 4th International Conference on Engineering and Meta-Engineering: ICEME 2013
Please consider participating and kindly forward to those
potentially interested in The 4th International Conference on Engineering and
Meta-Engineering: ICEME 2013 (www.2013iiisconferences.org/iceme)
being in the context of The 4th International Multi-Conference on Complexity,
Informatics and Cybernetics: IMCIC 2013, to be held in Orlando, Florida, USA,
on March 19 - 22, 2013.
Submission deadline is on December 4th, 2012. Other
deadlines are included in the conference web site.
Submissions for face-to-face and virtual presentations
are both accepted.
Among the areas included in ICEME 2013 are the following:
• Engineering
Education
• Design and
Implementation of Education Activities and Technologies – E-learning
• Research and/or
Design in Traditional and Non-Traditional (Soft) Engineering
•
Meta-Engineering: Design and Implementation of Engineering Activities
• Engineering and
Technological Innovations
• Engineering and
Entrepreneurship
• Engineering
(Design and Implementation) of Scientific Activities
• Systems
Engineering and/or Meta-Engineering
• Software
Engineering and/or Meta-Engineering
• Computing
Engineering and/or Meta-Engineering
• Disciplinary
and/or Inter-Disciplinary Engineering
• Case Studies
and Methodologies
• Philosophy of
Engineering
Details about the following issues have also been
included at the URLs given above:
• Publication of
best papers in the Journal of Systemics, Cybernetics, and Informatics, JSCI
(indexed in EBSCO, Cabell and Google Scholar), with no additional cost for the
author(s). (All papers to be presented
at the conference will be included in the conference printed and electronic
proceedings)
• Pre- and
post-conference virtual sessions
• Virtual
participations
• Two-tier
reviewing combining double-blind and non-blind methods
• Access to
reviewers’ comments and evaluation average
• Waiving the
registration fee of effective invited session organizers
• Best papers
awards
Information about 1) collocated events with the above mentioned
conferences, and 2) the events being organized for the IIIS Summer Conference
on July 9 - 12, 2013, in Orlando, Florida, USA, can be found at http://www.iiis.org/current-deadlines.asp
Best regards,
ICEME 2013 Organizing Committee
Dillard University CENTER FOR TEACHING, LEARNING, AND ACADEMIC TECHNOLOGY: Call for Posters, Publications, and Creative Work(s)
You've spent years honing your skills as an educator and researcher. Now share your experience and knowledge by submitting a poster, publication, or creative work for presentation at the NYU Faculty Resource Network Symposium co-hosted by Dillard University on Saturday, November 17, 2012 in the Professional Schools and Science Building.
The Center for Teaching, Learning and Academic Technology would like the opportunity to “showcase” our faculty accomplishments. If you are interested in submitting books, articles, poster presentations, and/or creative work(s) for exhibition, please contact Dr. Eartha Lee Johnson, (ejohnson@dillard.edu) Co-Coordinator of the Faculty Development (CTLAT) Program. Dr. Johnson will provide you with the guidelines for submitting and exhibiting at the upcoming symposium.
We look forward to seeing our faculty accomplishments “showcased” during this event.
Barbara M. Albert
Executive Assistant
Office of Academic Affairs
(504) 816-4216 (office)
(504) 816-4144 (fax)
balbert@dillard.edu
www.dillard.edu
The Center for Teaching, Learning and Academic Technology would like the opportunity to “showcase” our faculty accomplishments. If you are interested in submitting books, articles, poster presentations, and/or creative work(s) for exhibition, please contact Dr. Eartha Lee Johnson, (ejohnson@dillard.edu) Co-Coordinator of the Faculty Development (CTLAT) Program. Dr. Johnson will provide you with the guidelines for submitting and exhibiting at the upcoming symposium.
We look forward to seeing our faculty accomplishments “showcased” during this event.
Barbara M. Albert
Executive Assistant
Office of Academic Affairs
(504) 816-4216 (office)
(504) 816-4144 (fax)
balbert@dillard.edu
www.dillard.edu
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