2023 ASEE Annual Conference & Exposition

Board 117: WIP: Exploring the Teaching Journey of Early-career Engineering Faculty

Presented at Faculty Development Division (FDD) Poster Session

This work-in-progress paper explores the teaching experiences of early-career faculty in their initial semesters. One of the challenges of transitioning into the first faculty position is the newness of classroom teaching, which is a core component of the profession. We investigate the teaching experiences of early-career engineering faculty (tenure-track and non-tenure-track) at a southwest R1 university. This research study addresses the following question: What challenges and support structures do early-career engineering faculty experience in their transition into the classroom?
We performed one-on-one, 60-minute semi-structured interviews with faculty members who have less than two years of total teaching experience as an instructor. The first stages of Campbell’s Hero Journey were used to facilitate the dialog and provide a narrative structure to the interview, which offers a broad-reaching archetype of narratives. The participants were asked questions related to three aspects of their teaching story: (1) call to adventure, (2) challenge in the road, and (3) finding a helper. An inductive and deductive approach was used to design a codebook that described the themes emerging from the interviews.
Preliminary findings indicate that early-career engineering faculty who participated in the study experienced challenges related to planning and operationalizing their lessons (e.g., knowing how to select content for their lessons), using the learning management system, and using online classroom environments. The support structure used to cope with the challenges was informal mentorship, i.e., participants sought support from senior peers who had taught the same classes they were teaching and built their material from existing resources. These findings have the potential to enhance new faculty’s well-being and student learning experience by providing institutions with the groundwork to create specific professional development activities for new faculty to improve their transitional experience into teaching, to be discussed more fully in the paper. This paper would be preferred presented as a poster.

Authors
  1. Dr. Jennifer M. Bekki Arizona State University [biography]
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