On October 1, 1999 the PFMF group joined forces with the PFF program for a trip to ASU West. The highlight of the visit was a panel discussion with five ASU faculty about the role of faculty members at their institution. We also met with individual faculty representatives from several different departments, and toured the library.

ASU West is an affiliate of ASU and serves as a satellite campus to ASU main. The student population is roughly 5000 students in size and growing. ASU West is positioned as a comprehensive campus focused on students within the geographical area west of Phoenix. With the relationship with ASU main, the school has a research I environment, but the campus itself is geared towards teaching upper-division and graduate level classes, mostly for adult students. Faculty members work closely with the faculty at ASU in research ventures, but the school receives separate degree accreditation from ASU main.

During the panel discussion we met with five faculty members. Each individual was asked "What is your best advice to a new faculty member." Some of their responses are detailed below:

Nancy Haas, Professor Education

Jennifer Hyndman, Assistant Professor, Social & Behavioral Sciences

Clay Dicks, Director, Field Placement, Social Work

Manny Heidelman, Assistant Professor

1. Know the institution – What are the research / teaching / service expectations.
2. Find a Mentor.
3. What is the nature of the students – in particular, ASU West has many older students with families.
4. Know the research resources.
5. Balance service with other agenda.
6. Maintain organized evidence and documentation of work.

1. Make a Research Agenda – clear time from schedule.
2. Find a Faculty Mentor.
3. Talk to other people about the work that you do.
4. Find a non-academic outlet for time.
5. What is the lay of the land within department - Are there factions?

1. Be prepared and open – unexpected things will happen.
2. Write.
3. Teaching is a social expression of our research.
4. Network professionally and socially.
5. If in doubt, go out.
6. Prepare emotionally – academic relationships are difficult and personal life is important too.
7. Take care of yourself – social institutions prepare us to be productive, but high personal expectations wear you out.
8. Get enough sleep.

1. Knowing your customer – who is the student and what are their expectations.
2. Be aware of market forces in academia.
3. Develop a diversity paradigm for yourself – it occurs in the classroom, so be prepared
4. Raise cultural literacy – get in more than one perspective and share with students.
5. Be aware of "distance" – personal experiences are often very close to academic discussions.
6. Develop a remediation paradigm – spelling, grammar, and basic skills.
7. Help people shift world view from where it is – global thinking from limited experiences.
8. Customers purchase and return if satisfied – deliver materials to customers.
9. Use several different measures to assess student work.

We also heard from the provost of ASU West, whose research interests are in the area of teaching across the curriculum. Her message detailed some additional advice for future faculty members.

1. The place you came from is no longer the place you left. – Higher education is changing. Learn how to write across the curriculum.
2. Don’t interview until you know the ethos of the institution you are interviewing with – get a sense of place
3. Learner centered education emphasized making active connections with students.
4. Find an idea you are passionate about and connect it with your professional life.
5. Have fun, keep your sense of humor.

Following the panel discussion, we split into groups with faculty representatives. We had an opportunity to discuss the structure of the mathematics curriculum at the school. Since the student population has a large number of professional students, the mathematics curriculum is contained within the science and engineering group. Classes are taught as requested for engineering and science applications, with a core group of classes such as linear algebra and calculus taught on a regular basis. The university has several computer labs and classrooms, and faculty often develop teaching strategies that make use of these facilities.

When finished with our discussions we toured the library and the rest of campus. The school has modern facilities, and is a very quiet relaxed campus.