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Succeeding as an Engineering Professor


Credit Hours:


Learning Objective:

State what is typically expected of an engineering faculty member and what opportunities for growth and contribution are available. Write a professional development plan outlining the knowledge, skills, and abilities needed to succeed in a faculty position. Write a research statement (showing potential sources of funding). Write a short CAREER grant proposal, including a budget and budget justification. Explain how to find faculty and postdoc openings, evaluate the requirements, and prepare an application package. Summarize techniques for managing projects, people, and conflict. Summarize how to make effective use of professional organizations and how to develop and maintain professional networks. State how graduate students are recruited, selected, and funded . Document their mentoring philosophy and specific plans for mentoring students. Summarize what is expected in a teaching philosophy statement included in an application for a faculty position. Provide constructive peer feedback.


Each week, students must login for one hour via WebEx for LIVE participation in the class. 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.
Fall 2019 Syllabus

Topics Covered:

Faculty Ranks. What is expected of engineering faculty members. Opportunities faculty members have to grow in a faculty position. Opportunities beyond a faculty position. University administrative structure. Preparing a professional development plan. Identifying research topics. Preparing a research statement. Thinking about what you need to carry out your research. Finding funding sources for your research. Writing a proposal. Preparing a proposal budget. Peer review of proposals. Managing projects. Managing yourself. Managing people. Managing conflict. Making effective use of conferences. Taking full advantage of professional organizations. Networking tips. Recruiting students for your research group. Selecting students for your research group. Mentoring graduate students. Mentoring across cultures. Teaching across cultures. Teaching students at a distance. Giving constructive feedback on a presentation. Identifying and interpreting faculty or postdoc positions. Matching your skills to the position description. Preparing a teaching statement.


Ph.D. student in an engineering or other STEM program or currently has credentials to hold/pursue a faculty position in engineering or other STEM program.

Applied / Theory:

80 / 20


Homework will consist of 5 written papers, one oral presentation, reading assigned materials related to the class discussion each week (~30 minutes of reading each week), and leading class discussion on a current topic once or twice, depending on the number of people in the class.


None, but one of the written assignments is a short proposal with a budget.




Official textbook information is now listed in the Schedule of Classes. NOTE: Textbook information is subject to be changed at any time at the discretion of the faculty member. If you have questions or concerns please contact the academic department.

Computer Requirements:

ProEd minimum computer requirements; WebEx will be used for the live class discussions (one hour per week). Blackboard will used for course materials.

ProEd Minimum Requirements: