Sun. April 29, 2018 10:15 AM to 12:15 PM
Ticketed event: Workshop Ticket - $35.00
Expectations for faculty members are high: STEM faculty are expected to establish a sustainable research trajectory, a teaching practice, and a service/leadership role all while pursuing tenure and promotion success. Many colleges and universities have established faculty development programs, but there remains a deficiency in holistic professional support that integrates these disparate professional activities and aligns them with individual and institutional goals, especially for faculty in STEM. This workshop will involve participants in continuing work that is designed to bring together multiple stakeholders in academia, government, and industry to provide input to a research agenda for STEM faculty development (FD) (see www.clemson.edu/ese/stemfacdev), particularly considering inclusion and diversity. This research agenda is being developed with funding from the National Science Foundation. The intended audience includes those policy-makers, decision-makers and researchers who are interested and engaged in holistic (teaching, research, leadership, service) faculty development with a focus on equity. The format of the session will be one-third participants reflecting on their own experiences in faculty development at their institutions, one-third discussion of the current status of the agenda, and one-third group activities to suggest additions to the research agenda. The specific goal of this workshop is to focus on strengthening the components of the research agenda that examine equity in such areas as:
1. Impact of holistic STEM FD on the establishment or refinement of inclusive cultures and institutions.
2. Defining FD practices that support inclusive cultures, including eliminating stigmas around being “different.”
3. Establishing FD practices that meet the needs of non-traditional faculty (professors of practice, teaching, and other new forms of academic positions).
4. Support where faculty identity or research interests do not mesh with their academic environment, and where faculty are new to academia, are from marginalized communities, or otherwise feel isolated.
5. Impact of FD on issues of diversity and work/life balance.