TY - JOUR
T1 - WIP
T2 - 126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019
AU - Huerta, Mark Vincent
AU - Aukes, Daniel M.
AU - Bekki, Jennifer M.
AU - Brunhaver, Samantha Ruth
AU - Carberry, Adam R.
AU - Holloway, Julianne L.
AU - Lichtenstein, Gary
AU - McKenna, Ann F.
N1 - Funding Information:
Specialhtnaokth seKetrnamily F Foundation grant to develop and evaluateFEIC.
Publisher Copyright:
© American Society for Engineering Education, 2019.
PY - 2019/6/15
Y1 - 2019/6/15
N2 - This is a work in progress paper that describes an effort to support faculty development and mentorship. The current faculty development literature indicates that faculty members who receive adequate mentoring are more productive leading to greater overall objective career success. Minimal research in engineering education has investigated the impact of faculty development and mentoring programs despite these findings. Evaluating faculty development and mentoring programs can elicit information that can help inform the development of an evidenced-based approach to designing such programs. The Engineering Faculty Impact Collaborative (EFIC) seeks to address this need by building a collaborative among institutions and faculty that will: (1) instigate broad interest in and awareness of entrepreneurial mindset (EM)-based engineering faculty mentorship and development, (2) contribute to the knowledge base around engineering faculty development or mentorship, and (3) connect engineering faculty members who wish to engage in EM-based faculty development. This paper shares the process of developing a strategic plan for EFIC and details from the resulting strategic plan that emerged.
AB - This is a work in progress paper that describes an effort to support faculty development and mentorship. The current faculty development literature indicates that faculty members who receive adequate mentoring are more productive leading to greater overall objective career success. Minimal research in engineering education has investigated the impact of faculty development and mentoring programs despite these findings. Evaluating faculty development and mentoring programs can elicit information that can help inform the development of an evidenced-based approach to designing such programs. The Engineering Faculty Impact Collaborative (EFIC) seeks to address this need by building a collaborative among institutions and faculty that will: (1) instigate broad interest in and awareness of entrepreneurial mindset (EM)-based engineering faculty mentorship and development, (2) contribute to the knowledge base around engineering faculty development or mentorship, and (3) connect engineering faculty members who wish to engage in EM-based faculty development. This paper shares the process of developing a strategic plan for EFIC and details from the resulting strategic plan that emerged.
UR - http://www.scopus.com/inward/record.url?scp=85078787352&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85078787352&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85078787352
SN - 2153-5965
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
Y2 - 15 June 2019 through 19 June 2019
ER -