DELTA Junior Faculty Institute

The DELTA Junior Faculty Institute is designed to prepare early-stage faculty members to integrate their scholarship, teaching, and service to advance their careers in alignment with personal goals and institutional and disciplinary expectations.

Type: Instructor-Led Course
Delivery Method: Live Online
Level: Intermediate
Duration: 12 hours

Dates

Coming soon!

Pricing

Coming soon!

Overview

The DELTA Junior Faculty Institute is an intermediate-level, instructor-led program for early-stage faculty members who show promise of significant impact over the course of their career. By the end of this program, participants will be able to integrate their scholarship, teaching, and service to advance their careers in alignment with personal goals and institutional and disciplinary expectations.

This program takes place in three (3), four-hour-long sessions, for a total of 12 hours of instruction. The program will offer  opportunities for participants to interact with facilitators and each other, with ample time dedicated to breakout activities and discussion.

Foundational topics in teaching, learning, and pedagogy will not be covered during this Institute. For new engineering faculty seeking training on these topics, please refer to the DELTA New Faculty Institute.

How You Will Benefit

• You will establish a productive and impactful faculty career in scholarship, teaching, and service.
• You will become a change agent for the engineering professoriate and the engineering profession.
• You will form an enduring network of faculty leaders.

Intended Audience

This program is intended for early-stage (at least one academic year’s experience) faculty members who show promise of significant impact over the course of their career.

Eligibility is limited to tenure-track (or equivalent as defined in the NSF CAREER eligibility criteria) assistant professors (or equivalent title) who have served in that capacity for at least one academic year prior to participation in this program.

If you have just begun your faculty appointment, we recommend participating in the DELTA New Faculty Institute prior to participating in this program.

About the DELTA (∆) Institutes

The DELTA (∆) Institutes are designed to develop engineering and engineering technology faculty and administrators as change agents for 1) the ongoing transformation of higher education and 2) the transformation in engineering education, research, and community engagement necessary to address the NAE Grand Challenges and the UN Sustainable Development Goals.

Through the inclusion of leading-edge knowledge and best practices in professional development for faculty and administrators, the DELTA (∆) Institutes will improve efficiency and effectiveness for each participant and thus also do so broadly across the universities they serve.

Learning Outcomes

By the end of this program, you will be able to:

  1. Identify approaches to integrate and advance your scholarship.
  2. Develop action plans that align with personal goals and institutional and disciplinary expectations.
  3. Describe the purposes and guidelines of the NSF Faculty Early Career Development (CAREER) Program and best practices for developing CAREER proposals.
  4. Describe strategies to advance diversity, equity, and inclusion and effect positive change in your classroom and scholarship.
  5. Recognize best practices for effectively mentoring students.
  6. Identify key principles of academic leadership that will prepare you to lead productive teams.
  7. Form an effective and supportive network of colleagues.
Application Details

Engineering Deans and Department Chairs are invited to nominate up to two faculty members per institution to participate in the DELTA Junior Faculty Institute. Click here to apply today!

Applications will be accepted on a rolling basis for future program dates.

Seating for this program is extremely limited, with a maximum capacity of 30 participants. Participation is not guaranteed until the registration fee has been paid in full.

Participant selection will be based on the Dean or Chair’s recommendation, a brief personal statement, and the overall credentials of the nominee as demonstrated in a CV. Considerations of diversity, equity, and inclusion for participants (gender/race/ethnicity/discipline) and their institutions (type/location) will also factor into the final selections.

A complete and eligible application will include the following materials:

Nominee* Materials:
*Junior Faculty Member

• Contact and demographic information
• CV
• Brief (1,000 characters or less) personal statement, written by the nominee, summarizing accomplishments thus far, goals and aspirations, and/or what they hope to gain from participating in the DELTA Junior Faculty Institute

Nominator* Materials:
*Dean or Chair

• Contact information
• Brief (1,000 characters or less) statement explaining why this faculty member is being nominated, what factors contributed to their appointment, and/or what role and impact you anticipate the faculty member having in the future
• A commitment that the financial support necessary for the faculty member’s participation in the Institute has been identified and dedicated

MSI Application Supplement (Optional)
Minority Serving Institution (MSI)* Fee Waiver Application Supplement
*For eligible applicants

Thanks to a generous donation from the A. James and Alice B. Clark Foundation, we are able to waive program fees for eligible applicants from Minority Serving Institutions.

Session I

• Core Functions of the Faculty Member
• Boyer’s Model of Scholarship
• Strategic Planning with Design Thinking and Customer Discovery
• Faculty Entrepreneurship
• NSF Faculty Early Career Development (CAREER) Program
• Advancing your Scholarship

Session II

• Advancing Your Teaching
• Mentoring Students
• Serving as a Mentee
• Advancing your Service

Session III

• Leadership Fundamentals
• Inclusive Excellence
• Integrating Scholarship, Teaching, and Service

Denise R. Simmons, Ph.D., PE, PMP, LEED-AP is an Associate Professor of Civil and Coastal Engineering at the University of Florida. She holds a B.S., M.S., and Ph.D. in civil engineering (CE) and a graduate certificate in engineering education—all from Clemson University. She has over ten years of CE and construction experience working for energy companies and as a project management consultant; nearly 15 years of experience in academia; and extensive experience leading and conducting multi-institutional, workforce-related research and outreach. Dr. Simmons is concerned first about the human condition and driven and inspired by what a civil engineering or construction organization can achieve by attending to the needs of its people. Her current research focuses on three areas: diversity, equity, and inclusion (DEI); interactions between humans and technology; and competency development via education and training. Throughout her research is a defining strand emphasizing DEI, acknowledging DEI not as a discrete area of study, but rather a guiding principle impacting research, practice, and society as a whole. Her wide-ranging, self-reflective, and use inspired work to assess and foster DEI in the engineering field/construction workplace has included examining the educational experiences of Black and Latina undergraduates in engineering, developing indicators of DEI in the workplace, and exploring the professional identities of engineering students with disabilities. In the area of technology, Dr. Simmons has explored the use of virtual reality in CE and construction classrooms and in the workplace as a tool for hazard recognition. Dr. Simmons is currently investigating the development of artificial intelligence (AI) awareness as a critical competency for the engineering/construction workforce. Dr. Simmons’ work on competence development in civil engineers and construction professionals has included a focus on out-of-class involvement and affective engagement in the educational experience, which she explored through an NSF-funded CAREER award. Her work has also explored competence development in the workplace and investigated factors such as personal satisfaction and resilience, organizational culture, informal learning, and work values. Dr. Simmons’ research has included a major emphasis on the leadership development of engineering and construction professionals, and she was the principal investigator of an NSF-funded grant to explore how leadership has been defined, developed, and measured in the fields of engineering and construction.

Dr. Simmons has garnered more than $4M in federal funding and authored 67 refereed publications. She has delivered 20 platform presentations at international, national, regional, and local conferences and meetings, and has no less than 33 invited/keynote presentations. In 2019, she was inducted into the Thomas Green Clemson Academy and was the recipient of Clemson University’s Glenn Department of Civil Engineering Distinguished Alumni Award.

Requirements and Resources

Pre-Work: You will complete a pre-program assignment related to the program’s learning outcomes.

Inter-session Work: You will complete homework assignments related to the program’s learning outcomes.

Supplemental Resources: You will be provided with (1) a participant guide, (2) presentation slides, and (3) workshop recordings.

Attendance and Completion

Full and active participation will enhance the learning experience for all participants. At the end of the program, you will receive a certificate of completion via email. Professional development hours (PDH) will be provided upon request.

Terms and Policies

• Cancellation Policy
• Recording and Privacy Policy

If you have questions, please contact education@asee.org.

“I participated in the DELTA Junior Faculty Program in my third semester of being an assistant professor. The program was held in a virtual format. My main motive for participation was to gain required skills to write more successful Federally funded research proposals. I got to listen and talk two successful speakers that they had won CAREER awards from NSF which was enlightening. One of the best parts about the program was getting to know other participants and to see how no matter where you start as a junior faculty, the expectations, challenges, and consequently the recipe for success are somewhat similar.”

Sattar Dorafshan, Ph.D., A.M.ASCE
Assistant Professor, Department of Civil Engineering
University of North Dakota