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Promoting Teaching-Focused Faculty in Biomedical Engineering: Education Summit Highlights Best Practices for Professional Development

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Title: Promoting Teaching-Focused Faculty in Biomedical Engineering: Education Summit Highlights Best Practices for Professional Development
Language: English
Authors: Jennifer R. Amos (ORCID 0000-0002-9437-8201), Brenda M. Ogle, Julie M. Hasenwinkel
Source: Biomedical Engineering Education. 2025 5(2):169-176.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Promotion, Biomedicine, Engineering, Faculty Development, College Faculty, Employment Practices, Mentors, Teacher Attitudes, Administrative Policy, Personnel Policy, Community Attitudes
DOI: 10.1007/s43683-025-00172-y
ISSN: 2730-5937
2730-5945
Abstract: Promoting teaching-focused faculty to higher ranks presents a unique set of challenges that arise from the traditional focus on research within academia and the evolving demands of academia. Understanding these challenges is essential to developing policies and practices that ensure the advancement of teaching-focused faculty while maintaining the high standards required in biomedical engineering. This paper brings together literature findings and insights gained from the biomedical engineering faculty community to prepare a set of recommendations for the community to foster professional development and set clear pathways to promote faculty who serve in these roles. The paper combines literature findings with findings from the BME community taken from a session entitled, "Promoting instructional and tenure track faculty success, professional training, and individual mentorship," which was part of the 2024 BME Education Summit hosted by the Council of Chairs. Topics that emerged from the discussion included challenges due to vague promotional criteria, evolving educational needs and invisible labor, lack of professional development, and lack of standardized promotion processes and pathways. These themes are supported in literature for fields outside of biomedical engineering. Discussion from the community underscores that teaching-focused faculty play a crucial role in biomedical engineering departments at research-intensive universities by enhancing the educational mission while promoting a positive culture around learning and student development. Our paper makes several recommendations for the BME/BioE Council of Chairs and ASEE Engineering Deans Institute for future work in this area that will be essential to grow the BME teaching faculty community and promote this specialized group of faculty to advance our field. The involvement and advocacy of campus leadership is critical in order to bring attention to these topics and change current policies.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482426
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Jennifer+R%2E+Amos%22">Jennifer R. Amos</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9437-8201">0000-0002-9437-8201</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brenda+M%2E+Ogle%22">Brenda M. Ogle</searchLink><br /><searchLink fieldCode="AR" term="%22Julie+M%2E+Hasenwinkel%22">Julie M. Hasenwinkel</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Promoting teaching-focused faculty to higher ranks presents a unique set of challenges that arise from the traditional focus on research within academia and the evolving demands of academia. Understanding these challenges is essential to developing policies and practices that ensure the advancement of teaching-focused faculty while maintaining the high standards required in biomedical engineering. This paper brings together literature findings and insights gained from the biomedical engineering faculty community to prepare a set of recommendations for the community to foster professional development and set clear pathways to promote faculty who serve in these roles. The paper combines literature findings with findings from the BME community taken from a session entitled, "Promoting instructional and tenure track faculty success, professional training, and individual mentorship," which was part of the 2024 BME Education Summit hosted by the Council of Chairs. Topics that emerged from the discussion included challenges due to vague promotional criteria, evolving educational needs and invisible labor, lack of professional development, and lack of standardized promotion processes and pathways. These themes are supported in literature for fields outside of biomedical engineering. Discussion from the community underscores that teaching-focused faculty play a crucial role in biomedical engineering departments at research-intensive universities by enhancing the educational mission while promoting a positive culture around learning and student development. Our paper makes several recommendations for the BME/BioE Council of Chairs and ASEE Engineering Deans Institute for future work in this area that will be essential to grow the BME teaching faculty community and promote this specialized group of faculty to advance our field. The involvement and advocacy of campus leadership is critical in order to bring attention to these topics and change current policies.
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