Rokooei, S; Shojaei, A and Ly, R (2025) Faculty development program to enhance teaching quality in construction. International Journal of Construction Management, 25(1), pp. 89-98. ISSN 1562-3599
Abstract
This paper addresses the implementation of a faculty teaching development program to enhance the teaching skills of newly hired CME faculty in construction core subjects. The main objective of the study was to investigate to what extent CME faculty perceived various aspects and impacts of faculty development programs. This program was first conducted in the summer of 2022 in which 15 junior faculty participated in educational modules, presented by nationally recognized construction instructors. A quantitative survey was designed and distributed among the participants to gain their opinions and perceptions about the importance of faculty development and its potential effects on the enhancement of junior faculty teaching and mentorship skills. The results indicated a gap in the current CME academic practices as 27% of participants reported that their schools did not provide any mentorship program. This need was noticeable in the transition of newly hired faculty from their graduate programs to instructional academic careers. Also, the findings emphasized a significant potential (over 60% high or very high in all impact areas) for faculty development programs in CME. The findings of this study help CME scholars and administrators assiduously design and develop educational components to prepare their graduate students for academic positions.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | construction; education; effective teaching; faculty development |
| Index terms: | graduate student, program, career, survey, teaching quality, instructor, implementation, summer, module |
| Subjects: | contractual arrangements, curriculum design, practitioner, climate science, architectural elements, educational management, data collection methods, professional development, software systems |
| Topics: | Education, Procurement, Sustainability, Design Practice, Digital Applications, Research Practice, Information Management, Roles and Professions |
| Descriptive scope: | 3 PCE |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here