CFM Teaching Faculty
Teaching Faculty
(Professorial, Professional, Adjuncts, etc.)
Faculty is comprised of Professorial, Professional, and Adjunct instructors. All faculty offer a broad range of experience, expertise, and real-world guidance for CFM students. We value the professional experience of all faculty, guest speakers, and students. While some faculty augment their courses with their impactful research and professional development, adjunct faculty are actively working in the industry and bring up-to-date applications of contemporary practice. To support a vibrant classroom experience for students and faculty, BYU CFM believes strongly in the following:
1. MISSION
All faculty and students are encouraged to know, champion, and contribute to the successful application of the AIMS of a BYU education and the mission and values of BYU CFM.
2. HONOR
All faculty and students are encouraged to know and follow the BYU Honor Code and dress and grooming standards, and support others in following these standards. All who are affiliated with BYU CFM are expected to be disciples of Jesus Christ, professional and kind in their interactions and relationships with others, and honest in all their dealings inside and outside of the classroom.
3. TEAM
Each CFM class has a full-time faculty member designated lead. To facilitate effective courses and flexibility in scheduling, multiple instructors may be needed to cover each course. Adjunct professors are valuable and critical in accomplishing this goal. Each adjunct instructor will be mentored by the faculty lead for the course to ensure consistency in accomplishing the learning outcomes for the course.
4. SUPPORT
Teaching Assistants (TAs) are supported by the University and College of Engineering. TAs increase the teaching capacity for instructors and strengthen and enhance the classroom experience. Faculty should seek out an adequate number of TAs to support class needs. Prospective TAs must be trained and hired through BYU HR prior to working as a TA. A member of the department administration can help faculty in hiring TAs for a class.
5. CURRICULUM
While changes in curriculum and schedules may be occasionally needed, the goal is to maintain consistency for the students. The core CCE and CFM courses are critical to the success of CFM students and are updated periodically to ensure academic rigor and stay current with an ever-changing industry. Most courses have multiple sections per year which stay consistent to times and days of the week. Faculty review curriculum, learning outcomes, and evidence of success at least annually for every class and will propose adjustments as needed.
6. COMMUNICATION
BYU CFM courses utilize Learning Suite (LS) as the primary communication tool for coursework. LS provides the students with guidance and consistency. Resources are available to support LS use and course development. MS Teams is also available as a supplemental feature. Courses should be published on LS prior to the first class period. It is up to each faculty member to decide what is viewable by the students. It is University policy to communicate with students through their BYU affiliated email.
BYU Policy links
https://policy.byu.edu/view/rank-and-status-policy
https://policy.byu.edu/view/academic-freedom-policy
https://policy.byu.edu/view/personnel-conduct-policy
https://policy.byu.edu/view/academic-honesty-policy
Ideas for vibrant and effective classes:
· Define a clear purpose for the course and students.
· Define and hold tightly to course learning outcomes.
· Set clear expectations but allow time to wrestle with new knowledge.
· Keep the course organized and well-structured.
· Ask good questions.
· Allow time for reflection and internalizing of material.
· Tell compelling stories which connect to the topic.
· Uncover truth, don’t cover topics.
· Include a variety of assessments.
· Include a variety of teaching styles.
· Use updated visual materials.
· Allow time for role play.
· Advertise respect and inclusion for all (i.e. belonging).
· Employ the scientific method.
· Use well-crafted simulations, games, cases, etc.
· Empower students to teach each other.
· Get a second opinion on the quality of exam questions.
· Engage teamwork with high aspirations for high performance.
· Encourage professionalism in conduct, assignments, etc.
· Allow students to use their agency in developing themselves.
· Be enthusiastic – teaching and learning should be fun!