ENE 69500

Succeeding as an Engineering Professor

Spring 2018 Syllabus

Course Time:  Wednesdays 1:30 – 4:20 p.m.

Course Location:  ARMS 3109

Credit:  3 credit hours

Instructors: Prof. Audeen W. Fentiman

e-mail:  fentiman@purdue.edu

Office:  ARMS 1231

Office hours:  By appointment

Textbooks/References: 

Diamond, R.M. (2004) “Preparing for Promotion, Tenure and Annual Review”, 2nd Ed, Anker Publishing Company.

Franko, M. and Ionescu-Pioggia, M.  (2006) “Making the Right Moves: A Practical Guide to Scientific Management for Postdocs and New faculty”, 2nd Ed., Burroughs Wellcome Fund and Howard Hughes Medical Institute   

Course Description & Goals:  

This course is one of four required for a graduate certificate in Teaching and Learning Engineering. The other three courses are devoted to educational methods and practice. This course is designed provide students with an opportunity to learn and practice the skills that complement and enhance teaching and learning in a tenure-track faculty position at either a research intensive university or at an institution that focuses on undergraduate engineering education. Teaching a course is only one aspect of helping students to learn. Obtaining funding for research, mentoring graduate and advanced undergraduate students, and building a network that continually provides new information related to doing the job well all contribute to a faculty member’s ability to help students learn. 

Learning Objectives: 

At the conclusion of this course, students will be able to:

  • Write a personal development plan for preparing for a faculty position either at a research intensive institution or at an institution that focuses on undergraduate engineering education
  • Identify potential sources of funding for their research and write or collaborate on a proposal
  • Describe their student mentoring philosophy and be able to articulate how they might implement this philosophy and adapt their teaching style when working with students from a wide range of cultures
  • Select and mentor graduate students - or undergraduates working in the research lab, as individuals and as a group
  • Make effective use of professional organizations and conferences to expand their professional network 

Grading:  

Students will be graded on five written assignments, one oral presentation, class participation, portfolio, and attendance. There will be no quizzes or mid-term exams. Students will prepare a portfolio of revised course assignments in lieu of a final exam. 

Assignment Percent of course grade
Written Assignments  
Professional development plan 15%
Draft research statement 10%
Proposal 15%
Paper on networking 10%
Paper on mentoring grad students 15%
Oral assignments  
Identifying appropriate positions 10%
Portfolio with revised documents (due April 25) 15%
Class participation, including discussion of current issues 10%

 

Attendance will be graded as follows: after 3 unexcused absences, each unexcused absence from a lecture will result in a 5% reduction of the student’s final grade, and each unexcused absence on a day when student presentations are made will result in a 10% reduction in the student’s final grade. If you are ill, do not attend class. Send an e-mail to the instructor before class stating that you are ill. The absence will be excused. Written assignments due the day of the absence can be submitted electronically. Presentations missed will be rescheduled.

Plagiarism is a serious offense. Any document that includes materials that have been plagiarized will receive a grade of zero.

Plagiarism is defined in “Academic Integrity: A Guide for Students” (http://www.purdue.edu/odos/osrr/academicintegritybrochure.php ) as follows:

“Plagiarism is a special kind of academic dishonesty in which one person steals another person's ideas or words and falsely presents them as the plagiarist's own product. This is most likely to occur in the following ways:

  • using the exact language of someone else without the use of quotation marks and without giving proper credit to the author
  • presenting the sequence of ideas or arranging the material of someone else even though such is expressed in one's own words, without giving appropriate acknowledgment
  • submitting a document written by someone else but representing it as one's own” 

Emergency Provisions:

In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances. Here are ways to get information about changes in this course. Blackboard web page or my email address (fentiman@purdue.edu).

In case of a fire alarm, students will leave the building and assemble in the grassy area in front of the School of Nursing. Do not leave that area until you have checked in with your course instructor.

In case of tornado, assemble in the basement of Armstrong Hall. Use stairs with as few windows as possible to get to the basement. 

CAPS Information:

Purdue University is committed to advancing the mental health and well-being of its students. If you or someone you know is feeling overwhelmed, depressed, and/or in need of support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at (765)494-6995 and http://www.purdue.edu/caps/ during and after hours, on weekends and holidays, or through its counselors physically located in the Purdue University Student Health Center (PUSH) during business hours. 

Course Schedule (Tentative) – with brief descriptions of assignments

Week Topic Assignment
1/10/18
  • Purpose of this class
  • Student introductions
  • Tailoring the course to student needs
  • Syllabus
  • Safety
  • Weekly student-led discussions of current topics Peer review of documents
  • Discussion of what is expected of a faculty member Outline of a promotion and tenure document 
  
1/17/18
  • What a faculty member expects to do
  • Discussion of why you want to be a faculty member
  • Opportunities faculty members have to grow within a faculty position Preparing a professional development plan 
  • Written Assignment #1: Professional Development Plan – Each student will prepare his or her own professional development plan. The document will include an overview of the student’s career goals, knowledge/skills/abilities (ksa) the student needs to develop, why each ksa is important, opportunities to develop each ksa while in graduate school, and a timeline for each ksa’s development (in grad school or beyond). (Due in class on January 24, 3-5 pages, double spaced hard copy.) 
1/24/18
  • Discuss professional development plans
  • Thinking beyond the first position - opportunities faculty members have to grow and contribute beyond the faculty position
  • Begin revision of professional development plan following discussion 
  
1/31/18
  • How do faculty members select research topics (faculty panel) Preparing a research statement
  • Thinking about what is needed to carry out your research Brainstorming on research topics 
  • Written Assignment #2: Research Statement – each student will prepare a research statement in accordance with instructions given in class. (Due in class on February 7.) Bring two hard copies to class for feedback and discussion. 

 
2/7/18
  • Peer review and discussion of research statements Finding funding sources
  • Writing effective proposals 
  • Written Assignment #3: Students will prepare a proposal in response to a real funding opportunity. Specific opportunity will depend, in part, on what is of most value to students in the class. More details will be provided in class. (Outline due in class on February 14. One-page proposal summary/abstract due in class on February 21. Final draft of proposal due in class on February 28.) 
2/14/18
  • Questions and answers about the proposals
  • Preparing a budget for your proposal 
  
2/21/18
  • Questions and answers about the proposals
  • Peer review and discussion of one-page proposal summaries
  • Managing projects 

 
2/28/18
  • Managing people
  • Managing conflict 
  
3/7/18
  • Making effective use of conferences
  • Taking full advantage of professional organizations
  • Networking tips 
  • Written Assignment #4: Paper on Networking – Each student will prepare 3 networking plans: One for developing a network with faculty and graduate students here at Purdue, one for enhancing a network within a professional society (including at regional and national conferences), and one for building a network at the institution where the student is hired as a faculty member. (Due in class on March 21.) Approximately 3 pages, double spaced. Bring one hard copy for the instructor.) 
3/14/18 Spring Break                    No Class
3/21/18
  • Draft proposals returned with comments. (Revised draft due April 11.)
  • Discussion of networking plans
  • Recruiting and selecting students for your group 

 
3/28/18
  • Mentoring graduate students (and funding them)
  • Mentoring across cultures 
  • Written Assignment #5: Paper on Mentoring Graduate Students – Each student will write a paper that outlines his or her approach to mentoring graduate students. It will include sections on setting expectations, guiding (and funding) student research, helping the student prepare and implement a professional development plan, teaching and modeling responsible conduct of research, and helping the student identify and apply for a position following graduation. Pay special attention to plans for mentoring students from different cultures and backgrounds. (Due in class on April 4.) Approximately 4 pages, double spaced. Bring two hard copies to class - one for the instructor and one for a classmate to read. 
4/4/18
  • Discussion of mentoring plans Working and teaching across cultures
  • Giving useful, constructive, friendly feedback on presentations 

Write about mentoring philosophy

  • Paper on Mentoring Graduate Students – Each student will write a paper that outlines his or her approach to mentoring graduate students. It will include sections on setting expectations, guiding student research, helping the student prepare and implement a professional development plan, teaching and modeling responsible conduct of research, and helping the student identify and apply for a position following graduation.
4/11/18
  • Identifying and interpreting postdoc or faculty positions
  • Matching your skills to the position description 
  • Presentation Assignment #1: Identifying Appropriate Positions – Each student will give a 10-minute presentation, with visual aids, on at least three currently open faculty or postdoc positions that are of interest to him or her, providing an analysis of why this position is attractive and how his or her skills match the position. The student will also give at least three examples of places/methods to identify positions of special interest to him or her. (Due in class on April 18.) 
4/18/18
  • Presentations on finding faculty positions with feedback,
  • Preparing a teaching statement 

 
4/25/18
  • Portfolio with semester’s work due in class today Discussion of startup packages
  • Feedback on course improvements 

 

Information incorporated at the request of the Provost

  • Everyone is asked to prominently include the Purdue Honors Pledge on their syllabus, as well as exams and key assignments. The statement is “As a boilermaker pursuing academic excellence, I pledge to be honest and true in all that I do. Accountable together - we are Purdue.” You may use this link to a web page for Purdue’s Honor Pledge in your syllabi.

  • On the recommendation of the University Senate, we are also asked to share the following on your syllabus about resources for mental health.

    • CAPS Information: Purdue University is committed to advancing the mental health and well-being of its students. If you or someone you know is feeling overwhelmed, depressed, and/or in need of support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at (765)494-6995 and http://www.purdue.edu/caps/ during and after hours, on weekends and holidays, or through its counselors physically located in the Purdue University Student Health Center (PUSH) during business hours.
  • Per our Student Bill of Rights, all instructors will provide course objectives, requirements, and grading policies for their courses, typically as part of the syllabus. A sample syllabus format, listing of campus resources, and the Purdue University Course Procedures can be found at the Center for Instructional Excellence (CIE) or if you prefer as videos.

  • Your course syllabus should provide clarity about your attendance policy.

    • Our student regulations regarding attendance are lengthy, providing clear guidance only for cases of bereavement or military leave. In all other cases, the concluding language sets the general expectation that “[t]he University expects both students and their instructors to approach problems with class attendance in a manner that is reasonable”.

    • Expect some absences for a variety of reasons. Make it clear that the student bears the responsibility of informing the instructor in a timely fashion, when possible.

    • The general expectation of instructors is to try to accommodate the student either by excusing the student or allowing the student to make up work, when possible.

    • If any instructor has questions about student absences, they should contact the Dean of Students Office at odos@purdue.edu or call 765-494-1747.

    • Note that PUSH does not provide students with “excuse” notes. Unless the student is acutely ill, there is nothing for PUSH to verify. Instead, encourage students to communicate with you as soon as possible, in the event of an illness, so that you can work together for a positive solution to their absence. In situations where a student is hospitalized or may need to go home for medical care, the Dean of Students will notify the student’s faculty.

  • Every syllabus should provide is clarity on how a student earns their grade. Items to include are:
    • What type(s) of student work (e.g., exams, homework, quizzes, projects, term papers, etc.) are used to determine the grade, and what is the contribution of each type to the determination of the grade?
    • What are the numerical ranges for each letter grade?
    • Whether late assignments will be accepted and any grading penalties for late assignments.
    • For certain classes, how is team based work evaluated?
    • What is the effect of academic dishonesty on a student’s grade?

  • Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life. Purdue’s nondiscrimination policy can be found at: http://www.purdue.edu/purdue/ea_eou_statement.html.

  • As we continue to promote academic integrity, consider adding this sentence to your syllabus.

    • Academic integrity is one of the highest values that Purdue University holds. Individuals are encouraged to alert university officials to potential breeches of this value by either emailing integrity@purdue.edu or by calling 765-494-8778. While information may be submitted anonymously, the more information that is submitted provides the greatest opportunity for the university to investigate the concern.

  • The Disability Resource Center (DRC) is a resource for students and instructors. Students may present a “Letter of Accommodation” to you at any point in the semester. Should you have questions about accommodations, please contact the DRC at: 494-1247. You may also visit the DRC at drc@purdue.edu .

  • If you require a text, be sure that your students understand your expectations for its use. In MyPurdue; look for “My Textbooks” under the Faculty Tools quick links so you can verify the materials you have specified for your courses. Amazon is Purdue’s official book store, meaning we must share with Amazon the courses materials used in our courses.