Goal: Process the idea of an entrepreneurial faculty member
- Why would “entrepreneurial” faculty make some persons uncomfortable? Out of comfort zone; must be open to change; the faculty system is not set up to reward or encourage risk, especially for non-tenured faculty.
- Important to puzzle out the balance among a faculty member’s roles as administrator, teacher (load), researcher, and developer.
- Model different forms of teaching.
- Many faculty are already doing this and serving as models for students; they are entrepreneurs within their discipline; the Faculty Review Committee is open to faculty taking risks, and the new intellectual property policy is evidence that MC supports entrepreneurial faculty.
- Organizational skills—organize resources and people in a different way.
- Interdisciplinary work is key; common language and connecting with venture creation are important.
- How will administration support E faculty? Money; time; professional development; teachers need energy to teach; faculty feel responsible for their areas, and it is hard to find time.
- Institute for faculty who want to be better—shared experiences; learn from each other and from other peer schools.
- Foster faculty/student partnerships and deep connections; more co-research; allow students to participate in course design; the challenge is to draw the entrepreneurial mindset out of the student.
For many years we had a professional development committee that planned various activities. Sometimes it was nothing more than a “brown bag” discussion of “what works for me in the classroom” other times we had invited guests. This was (as many other activities) an added responsibility for a faculty member to coordinate. There was limited support and when the opportunity arrived, the system was dropped.
It would be easy enough to revive, but it would be nice for it to be given the proper resources. (load release and/or funding)
Shane