Panel: Faculty of Practice: Female Faculty Boundary Spanners Offering & Gaining Perspective

Universities seem to be reviving their interest in engaging industrial concerns and newly specialized fields of study. Among engineering schools, there is an increased dialogue around the desire for greater connections with industry with the goal of seeking richer understanding of actual engineering practice. In the classroom, pedagogies of engagement and active learning often demand “in context” learning scenarios to provide students with authentic engineering experiences guided by those experienced in education. This quest for collaboration and authenticity is also seen in calls for funding proposals, which often encourage some explicit form of participation by industrial firms or practitioners along with those versed in very specific fields. But what is the model for cultivating and sustaining such connections and for hiring those who may meet a niche need? One approach taken to forge related connections and to acquire those in targeted fields is the hiring of academically credentialed and often industry experienced engineers back into the university as faculty. Sometimes referred to as faculty of practice (FOP), these individuals offer the benefit of extensive “real life” experience either in industry or their specialized area, while carrying the credibility that accompanies having survived the rigors of a technically oriented, and or research-based Ph.D. In addition, FOP often come with rich personal connections and external contacts that would take years to develop organically from inside an academic institution. This panel will engage a variety of “boundary spanning” faculty from a range of institutions for a lively panel discussion surrounding topics such as: common attributes and assignments associated with the FOP role; professional decisions around joining the academic community; first impressions and experiences in the FOP role; opportunities and benefits to nonFOP faculty colleagues and institutions; considerations for FOP as a career pathway; and lessons learned/advice for individuals and institutions considering FOP faculty roles, to name a few. An open question and answer session will follow.