Checklist for Effective Faculty Development Programs

Understand the roles and expectations of your faculty.

Develop respect and trust with your faculty as learners.
Review a wide perspective for consistent new abilities that addresses all the aspects that impact
faculty success in each setting.
Connect the institutional/organizational culture with your faculty development culture.
Conduct a needs assessment to establish relevant program outcomes.
Solicit timely and effective feedback.
Design and implement a variety of programs to meet diverse needs.
Prepare staff developers.
Implement reward structures for participation in faculty development programs.
Build a culture for learning based on collaboration, teamwork, and shared vision.
The following is a checklist for ensuring that the institution is appropriately committed to faculty
development.
Institutional commitment toward faculty development checklist:

Get the support of senior administrators for faculty development programs.

Determine and provide the necessary human and financial resources for the program.
Identify relevant leadership.
Focus on realistic outcomes through training and workshops.
Focus on consistent themes for a number of years.
Set benchmarks for faculty learning.

The Faculty Development Plan

Planning for Success

What is it?
The faculty development plan is a "blueprint" describing a faculty member's
proposed professional activities. According to the "University Policy on Faculty
Rank and Status," this plan includes the following elements:
A. The faculty member's self-assessment of his or her strengths, skills,
competencies, interests, opportunities, and areas in which the faculty
member wishes to develop.
B. The faculty member's professional goals in citizenship, teaching,
and scholarship (or citizenship and professional service, for
professional faculty) and the plan to accomplish these goals.
C. The relationship between individual goals and department and
university aspirations and needs.
D. Resources needed to accomplish the professional goals, including
budgetary support, equipment, time, etc.
E. The faculty member's activities and accomplishments so far in

achieving the goals.

F. The faculty member's comments, if desired, on measures used to
assess success in his or her professorial or professional
responsibilities and in accomplishing the goals set forth in the plan.
("Univ. Policy on Faculty Rank and Status," 3.1.2).
An important feature of the plan is to help you identify your top priorities and
goals. Next, the more specific and measurable your goals are, the more the
plan can help you focus on your priorities and track your progress. Mentors can
serve as consultants in the process of creating a faculty development plan.
Chairs review these plans with the new faculty and provide feedback. The final
document should reflect an appropriate mix of the chair's expectations and the
new faculty member's aspirations. A signed copy should be included in the new
faculty member's department file. It is assumed that faculty members will
continue to plan with their department chairs throughout their careers,
requesting guidance and clarifying expectations about department, college, and
university needs and goals.
The Purpose of the Faculty Development Plan
The faculty development plan serves several purposes:
It encourages the faculty member to think reflectively and then make explicit
her/his vision and goals for an effective contribution to the university.
It allows new faculty members to "float trial balloons" with their mentors and
chairs.
It facilitates reciprocal communication among faculty, mentors, and chairs.
Expectations can be clarified, including any conflicting views between what
the chair and new faculty expect, thus limiting future "surprises."
Resources can be negotiated to successfully achieve goals.
A written document is produced for future reference, decreasing
dependence on inaccurate memories.
It contains long-and short-term goals that can be revisited during stewardship
interviews and used as benchmarks for progress.
Guidelines
The "University Policy on Professorial Rank and Status" describes the university
expectations for the faculty development plan. See Section 3.1.2 (and related
sections for professional faculty). Your department or college may also have
written guidelines.

There are no guidelines on the format and length of this plan. Use a format that
feels comfortable to you and communicates well with others. Make it as long or
as short as best meets your needs and the needs of your department.
Faculty members are encouraged to begin creating their plans during their first
semester at BYU. Faculty who participate in the Spring Seminar should
complete a draft before the seminar begins.
Example Plans
Example faculty development plans created by new faculty in each college can
be found on the Faculty Center website.
Faculty Development Plan
Civil and Environmental Engineering
1998
This faculty development plan of Dr. XXX consists of four parts. It is intended to set both short- and
long-term goals and plans for Dr. XXX. Short-term goals and plans are meant for the 1998-1999
coming academic year because Dr. XXXs tenure application process takes place in the 1999-2000
academic year.
Self-assessment
Professional goals and plans to achieve these goals;
Relationship between individual, departmental, and university goals; and
The resource needed to accomplish the set goals
Self-Assessment
A. Strengths, skills, and competencies.
One of my strengths is that I had taught nine years at the City College of New York before I came here
and had gone through the tenure evaluation process; hence, I am fully aware what is expected of me to
become a useful faculty member at BYU. Though experienced in teaching, I do feel a need to upgrade
and refresh my lectures and labs. I intend to take advantage of programs offered by the Faculty Center
to make needed improvements in my lectures and labs.
Another strength of mine would be my inter-personal skills. They began to be nurtured while I was a
doctorate student at Purdue where I was placed in a position to talk with various levels of engineers
from district offices and the central office of the Indiana DOT for my dissertation project. Then, at
CCNY I offered many short courses to local professional engineers from consultants and public
organizations. These and other experiences helped me to develop skills to maintain cordial
relationships with colleagues, friends and clients.
In my previous employment I was involved in incorporating computer use in civil engineering courses;
that effort can be further enriched by the advanced facilities available in the College. Although I do not
want to emphasize too much use of computers, I do love to incorporate transportation software in my
transportation courses. Use of popular traffic software in classes is essential to prepare transportation
students for competitive transportation job markets. I will be ever thankful that the department was
willing to provide funds to secure necessary up-to-date transportation software.
During this past year I believe my role within the department has become defined and I find myself

filling niches necessary within the overall structure of the department for expanding the existing
transportation program at BYU. My strengths, skills, and competencies briefly described above would
be beneficial for the department.
B. Field and research interests
The field of transportation research is broad. Based on the research work I have done, I can say my
research interests are in the area of traffic engineering, traffic control (including intelligent
transportation systems), traffic flow theory (including simulation), traffic safety, transportation
infrastructure management, and sustainable communities. My former doctorate student at the City
College of New York and I developed an algorithm and software called "Optimal Traffic Control
System (OTCS)" consisting of an artificial neural network based level-of-service module and an
heuristic optimal signal timing module. This model tries to estimate delays at signalized intersections
quickly and accurately, and dynamically, as much as possible based on the data obtained from a
training data set. The delay portion is currently estimated by the 1994 Highway Capacity Manual
method. I am currently conducting research with a MS student at BYU to estimate delay dynamically
in the field using advanced traffic sensors. Once this method is established, this latter model and the
OTCS will be combined so that OTCS will be trained by using the field delay observation. Once this
process is completed, dynamic evaluation of delay and signal optimization can be automated.
Besides these traffic engineering and/or control topics, I want to explore research in the area of
transportation infrastructure management and traffic safety. As for the former area, I recently obtained a
contract from UDOT to study issues of corridor preservation procedures. For the latter, I found that the
level of awareness for traffic safety in Utah, in my opinion, is relatively low as manifested in the low
rate of seatbelt use and the low level helmet use by motorcyclists and cyclists. I want to make our
transportation program to be the center of research of these topics in the State of Utah.
C. Citizenship opportunities
I have been a member of the Graduate Committee and the Transportation Area Committee within the
Department since my employment last year. I was asked by Dean XXX to head the CAD transition
project (switching from AutoCAD to MicroStation or stay with AutoCAD) for the Civil &
Environmental Engineering Department and the Construction Management Department. I will be
happy to serve on any committees within limitations of my current position. I proposed to set up a
CAD clinic to serve CAD needs of faculty members and students (supported by the department).
Outside the school service opportunities, I have been Chair of the Infrastructure Management
Committee of the Urban Transport Division of ASCE since October, 1997; this service will last till
September 30, 1999. I will continue to participate on professional committees like this and others for
the advancement of the cause of each professional organization I participate. This will help promote the
transportation program of BYU.
D. Areas I would like to develop
Several items are in my mind now. First, I spend some time to modify and refresh my lectures; the
seminars offered by the Faculty Center enlightened me for various ideas and tools. Second, I want to
prepare for a new course entitled "infrastructure management." Third, my desire in research area is to
establish a Center for Transportation Studies at BYU, which is an inter-disciplinary research and
training organization aimed to serve the school, local governments, and the state government. Fourth,
after one or two years from now, I would like to offer short courses on use of traffic software through
the continuing education department of BYU or the T2 Center at the Utah State University.
Goals

Teaching: My goals for teaching are the following (in no particular order):
to attract juniors and seniors to intellectually stimulating aspects of transportation studies.
to help students to understand how transportation projects affect the humans and the
environment.
to help students understand that human factors or behaviors are the core issue of all
transportation projects, which is a departure from traditional civil engineering subjects.
to help students acquire basic skills needed to conduct transportation related projects, with
special emphasis on statistical analyses and computer methods.
to expose students up-to-date research information, theories, and methods in transportation
topics.
to help students acquire enough knowledge and skills necessary to compete with students from
other universities in the transportation job market.
to prepare selected undergraduate students for further graduate work in transportation.
My long-term plans for achieving these goals are:
accept requests by student groups, i.e., seminars and workshops, for presenting transportation
related topics.
attend, as time permits, seminars and workshops on teaching (like those prepared by the
Faculty Center) to refresh my lectures and labs.
attend, as frequently as possible, local and national level professional meetings to update my
knowledge in transportation subjects to incorporate the ideas obtained in these meetings into my
classes
work with other faculty members to prepare a coherent transportation program.
incorporate material from my research into my teaching.
My short-term plans (1998-1999 academic year) for achieving some of the goals mentioned above are:
discuss with senior transportation faculty members to reorganize our transportation course
offerings.
reorganize CE561 Highway Geometric Design to include either Softdesk Civil or InRoads.
reorganize CE662 Traffic Simulation to include the CORSIM software.
attend the Utah Engineers Workshop in fall.
attend the 1999 Annual Transportation Research Board Meeting in Washington, D.C.
attend one of the ITE sponsored meeting (either its annual meeting or a special conference on
safety).
offer one seminar talk in one of the student chapters.
make CE En 173 an exciting CAD and drafting fundamentals class.
integrate the Transportation Lab with course lectures (to do so we need to have a new lab as
soon as possible).
make both InRoads (with MicroStation) and Softdesk Civil (with AutoCAD) available in the
transportation lab.
Research:
My goals for research (or scholarly activities) in the coming two to three years are:
to produce two publications a year (at minimum one refereed publication a year on the
average).
to present research at two national and/or international conferences a year (on the average).
to write a few chapters of a text book in transportation engineering with my former Ph.D.
advisor and former colleagues.

 to involve good undergraduate and graduate students in transportation area with my own
research.
to keep up-to-date with research in my fields (traffic theory, characteristics and operation;
traffic safety; infrastructure management).
to develop a well-defined research agenda.
to get involved with other faculty members in and outside the department.
My long-term plans to accomplish these goals are:
continue to explore external funding both at state and national levels (About $50,000 to
$70,000/year funding is my goal).
set aside at minimum 30 minutes for writing papers, book chapters, reports, etc. every day.
continue dialogue with my former Ph.D. advisor and colleagues to advance the idea of coauthoring a text book in transportation engineering.
attract good undergraduate and graduate students to collaborative research projects.
work with my transportation colleagues and other faculty member on future interdisciplinary
projects.
attend up to two conferences and/or workshops a year.
set aside a half-day a week to browse journals related to my research topics to collect
information for lectures and for research assistants to read.
promote a "Center for Transportation Studies" at BYU which is an interdisciplinary center
involving experts in transportation engineering, statistics, sociology, psychology, economics,
etc.
My short-term plans for achieving some of these goals are:
send one or two papers to the 1999 TRB Annual Meeting, and one to an ITE conference.
send one paper to ASCEs Transportation Journal.
send a proposal to NSF together with Dr. XXX.
send two proposals: one for the State DOT and another for a federal agency (FHWA or
NHTSA).
complete funded projects (one from Utah DOT, another from New York State Energy
Research and Development - consulting).
mentor two transportation graduate students working for funded projects and let them graduate
in April, 1999.
Citizenship:
My goals for citizenship are:
to strive to achieve the mission of BYU - "to assist individuals in their quest for perfection and
eternal life."
to assimilate BYUs high standards in my teaching and research.
to be active in departmental functions and duties.
to get actively involved in local and national professional organization activities, in organizing
conferences of such organizations and in leading committee activities.
to promote the transportation program of BYU at local, national, and international leves to
expand the potential graduate student pool and funding organization pool.
to accept committee assignments in the Department and graduate students within limits.
to get acquainted with both undergraduate and graduate students.
Long-term plans to accomplish these goals are:
continue getting involved in church activities.

 attend devotionals and assemblies.

attend undergraduate and graduate seminars.
attend local and national professional meetings within limits (My goal is to attend two national
conferences a year and to attend monthly local professional meetings (ITE and ASCE).
continue my participation as members of TRB, ASCE, and ITE committees: Chair of the
Infrastructure Management Committee of the Urban Transportation Division of ASCE, Member
of the Committee on Traffic Flow Theory and Characteristics, Member of the Traffic Safety
Committee.
accept graduate students as RAs for funded projects and become mentors to graduate students
who conduct 3.0 credit hour projects as well as to those working on funded research projects.
Short-term plans to achieve some of the goals are:
remain as Chair of the Infrastructure Management Committee, UTD, ASCE and get involved
in the preparation for Year 2000 Transportation Congress in San Francisco and in preparing a
Web site for the committee (our home page is the most involved home page creation project
among UTD committees).
find membership positions in two committees: one in TRB and the other in ASCE.
volunteer to become mentors to two to three students taking a 3.0 credit hour project course.
become BYUs liaison for the Transportation Research Board, replacing Dr. WWW.
run the CAD Clinic for the Department.
Individual, Department, and University
Now that the retirements of two transportation professors are approaching, I will be representing the
transportation area of the department in a few years. Transportation is an important area in civil
engineering projects; structural engineering, geotechnical engineering, environmental engineering, and
hydraulic engineering are all reflected in transportation projects. As such, transportation area needs a
stable program to produce competent graduates. I want to make the transportation program at BYU
well established and well known in the transportation education and research communities. I will be
working with other transportation faculty members to find their replacements. My plan is to have three
faculty members in transportation area: traffic engineering, transportation planning, and transportation
engineering materials. A faculty member in transportation engineering materials can be a faculty
member in civil engineering materials; this way we can share a faculty member with the other areas in
the Department.
Transportation is a research area where interdisciplinary arrangements are often required now that it
deals with people - their behaviors and decision making patterns. I intend to emphasize this aspect of
transportation studies by involving faculty members from other departments of the University. Also,
transporation faculty members should be included in transportation related policies of the University,
such as traffic control and parking area designs; therefore I want to start a dialogue with departments
and organizations that deal with transportation issues, thus contributing to the University in solving its
transportation problems.
Resources Needed
The resources I need, over the next two to three years, to accomplish my goals are as
follows:
1. A new transportation research laboratory under consideration needs be realized before the fall
semester, 1998, begins and I would like to have 6 Pentium computers functioning in the lab
which will be used for research and graduate lab instructions.

2. At least one student research assistant each year is desired besides the research assistants I
would hire for funded projects to explore new topics in my research area.
3. The Department keeps my teaching commitment to two courses each semester (CE En 999
and CE En 999 in fall and CE En 999 and CE En 999 in winter), and one in spring term (CE En
999) in each academic year. Depending on research demands, I may request to be released from
teaching during both spring and summer terms
4. I need time, funds and opportunity to promote a Center for Transportation Studies.