Successful faculty applications to teaching/undergraduate institutions can be difficult for doctoral students transitioning directly from a research-intensive engineering program. Oftentimes, these prospective faculty members have limited opportunities to engage in engineering education research, to serve as a primary instructor for a lecture course, or to receive adequate mentoring to prepare them for the environment of a teaching/undergraduate institution.

This paper will highlight the lessons learned by a new faculty member at a top-ranked undergraduate institution (and recent doctoral candidate at a R1 research institution) about how students can build a comprehensive teaching portfolio outside of the traditional coursework and research path required for engineering doctoral degree. This paper includes a discussion of various approaches to leverage extracurricular, teaching-related activities that are available on a research campus.


Architectural Engineering

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URL: http://digitalcommons.calpoly.edu/aen_fac/122