International Faculty Teaching Engineering at U.S. Institutions: Challenges and Opportunities

Abstract

International instructors from all over the world seek temporary or permanent teaching opportunities in engineering or engineering technology programs at United States (US) institutions. Many of them receive US graduate degrees and some have previous overseas teaching experience. This paper discusses the challenges and opportunities for instructors with international backgrounds as they teach at US institutions. The paper attempts to address issues in temporary and permanent positions including diversity, teaching, professional development, mentoring, service, and communication. The authors share their own experiences and that of a small sample of other international instructors who are teaching at US institutions. The majority of international faculty who responded to a survey were tenured, full-time professors. Professional development appears to be the leading reason attracting international faculty pursuing teaching careers in the US. The majority of those who taught in other countries used a language of instruction other than English. Most international faculty surveyed served as teaching assistants during their graduate programs but the majority did not attend teaching workshops. International faculty surveyed indicated that they do share many aspects of their international backgrounds with their students including teaching, research, and especially their culture. They listed class discussions as the primary class activity they use to address diversity in their teaching. Course design was selected to be the most challenging aspect of teaching for international faculty but other challenges identified included communication, rapport with students, and assessment. The paper provides suggestions and advice for success to new international faculty joining either visiting or tenure track positions.