Campus Units

Political Science, Psychology, Statistics

Document Type

Conference Proceeding

Conference

2020 ASEE Virtual Annual Conference

Publication Version

Published Version

Publication Date

2020

First Page

29438

DOI

10.18260/1-2--35366

Conference Title

2020 ASEE Virtual Annual Conference

Conference Date

June 22-26, 2020

Abstract

Electrical and Computer Engineering (ECE) faculty at academic institutions are charged with preparing the next generation of scientists and creators to participate in an increasingly competitive job market. As such, engineering faculty represent important capital for universities in their quest to maximize student effectiveness and their impact on the American economy. ECE faculty are expected to fulfill their undergraduate and graduate teaching duties while also generating grant funding, producing publications, and serving in numerous mentorship roles [1], [2]. Moreover, the number of students in the classroom has increased while departmental funding has decreased, resulting in fewer resources and smaller increases in compensation for faculty. Taken together, these conditions are likely to impact the teaching satisfaction of ECE faculty. Although teaching satisfaction of ECE faculty specifically has not been studied, other research has shown that faculty well-being, which includes teaching satisfaction, has been linked to faculty retention and turnover intentions [3] as well as faculty performance of job responsibilities [4]. Moreover, a qualitative study in which engineering faculty across four departments identified areas of concern found themes related to teaching demands and support, stemming in part from the reported increase of average class sizes [2]. Taken together, prior research points to the importance of developing a better understanding of how ECE faculty satisfaction with teaching can be supported better at a departmental level.

Comments

This proceeding is published as Crick, Kent A., Elise A. Frickey, Lisa M. Larson, and Mack Shelley. "The Role of Teaching Self-Efficacy in Electrical and Computer Engineering Faculty Teaching Satisfaction." Paper no. 29438. 2020 ASEE Virtual Annual Conference. DOI: 10.18260/1-2--35366. Posted with permission.

Rights

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference.

Copyright Owner

American Society for Engineering Education

Language

en

File Format

application/pdf

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