2016 Conference Archive (Archived)
Recruiting, Supporting, and Rewarding STEM Faculty
Session Format
Presentation Session (45 minutes)
Copyright
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Location
Room 2901
Abstract for the conference program
For many academic institutions in the United States, the faculty model is increasingly differentiated, with different faculty members having different responsibilities and time commitments. Non-tenure track (NTT) faculty increased between 1995 and 2007 from 24% to 35% at public doctoral institutions and from 18% to 46% at private non-profit doctoral institutions. Support for both TT and NTT STEM Faculty is therefore key to institutional success. We will describe structural ways to provide resources to enhance NTT faculty personal development, professional advancement, research productivity, mentoring skills, and opportunities for innovation. Discussions will allow participants the opportunity to share issues and strategize change on their home campuses. Topics may include: a) ranks and promotion pathways, b) opportunities for undergraduate research in a course format, c) opportunities for research with undergraduates in a group setting, d) the role of questionnaires and interviews in promoting institutional understanding, and e) tapping creativity in faculty ranks.
Proposal Track
Non-research Project
Start Date
3-4-2016 10:30 AM
End Date
3-4-2016 11:15 AM
Recommended Citation
Bourgeois, Anu and Ulrich, Paul, "Recruiting, Supporting, and Rewarding STEM Faculty" (2016). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 51.
https://digitalcommons.georgiasouthern.edu/stem/2016/2016/51
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Recruiting, Supporting, and Rewarding STEM Faculty
Room 2901
For many academic institutions in the United States, the faculty model is increasingly differentiated, with different faculty members having different responsibilities and time commitments. Non-tenure track (NTT) faculty increased between 1995 and 2007 from 24% to 35% at public doctoral institutions and from 18% to 46% at private non-profit doctoral institutions. Support for both TT and NTT STEM Faculty is therefore key to institutional success. We will describe structural ways to provide resources to enhance NTT faculty personal development, professional advancement, research productivity, mentoring skills, and opportunities for innovation. Discussions will allow participants the opportunity to share issues and strategize change on their home campuses. Topics may include: a) ranks and promotion pathways, b) opportunities for undergraduate research in a course format, c) opportunities for research with undergraduates in a group setting, d) the role of questionnaires and interviews in promoting institutional understanding, and e) tapping creativity in faculty ranks.
