Assessment of Teaching-Focused Faculty in Chemical Engineering

Abstract

This study assesses the current landscape of teaching-focused faculty (TFF) in ChE through a combination of departmental surveys, individual faculty surveys, and manual data collection from institutional websites. We identify key factors influencing TFF salaries.  Open-ended responses show that student interactions are the most rewarding aspect of the role while underscoring concerns about workload, respect, and institutional support. This work offers data-driven recommendations to enhance the recognition and equity of teaching-focused roles in ChE.

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