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Session 2155

Revisiting the Urgency for Reform of Faculty Reward Systems to Advance Professional Graduate Education for Engineering Practice and Technology Leadership D. R. Depew, 1 G. R. Bertoline, 1 M. J. Dyrenfurth, 1 A. L. McHenry, 2 E. M. DeLoatch, 3 P. Y. Lee, 4 H. J. Palmer, 5 J. W. Bardo, 6 D. D. Dunlap, 6 S. J. Tricamo, 7 D. A. Keating, 8 T. G. Stanford 8

Purdue University 1/ Arizona State University East 2/ Morgan State University 3 California Polytechnic State University 4 / Rochester Institute of Technology 5 Western Carolina University 6/ New Jersey Institute of Technology 7 University of South Carolina 8

Abstract

This is the first of three papers prepared for a special panel session of the National Collaborative Task Force on Engineering Graduate Education Reform that addresses the need for reform of faculty reward systems to advance professional education for creative engineering practice and technology leadership. As the introductory paper for the panel session, this paper revisits the broad urgency for reform of professionally oriented faculty reward systems for engineering practice and technology leadership. It then calls for a new look at professionally oriented tenure and promotion criteria existing within other service oriented professions. Finally, a path forward is suggested in order to begin the development of an emerging template for professionally oriented faculty reward systems in engineering and engineering technology that better supports teaching, professional scholarship and creative engagement in engineering practice for the development and innovation of technology.

1.0 The Urgency for Reform This paper focuses on issues driving reform of faculty reward systems to advance professional graduate engineering education for creative engineering practice and leadership of technological innovation to enhance U.S. competitiveness. This is in direct response to the urgency of engineering education reform and improvement of faculty reward systems, voiced by Wm. A. Wulf, president of the National Academy of Engineering at the 2002-Main Plenary Address to the American Society of Engineering Education. Since the Grinter Report, scientific research has become a primary condition for tenure and promotion at many of the nation’s schools of engineering across the country (Grinter, 1955). In his seminal work, Scholarship Reconsidered, Ernest Boyer identified the need to broaden the range and the definition of scholarship beyond the limits of scholarship of research and discovery (Boyer, 1990). This paper introduces the need to implement a comprehensive faculty reward system for those professional-oriented adjunct faculty from industry and for those professional-oriented core faculty within schools of engineering and technology, who are at the leading edge of advancing the practice of engineering through their teaching, industrial engagement, and original professional scholarly work relevant to creative engineering practice and its leadership for technology development. The paper raises fundamental questions that must be answered to design a complementary faculty reward template of creative professional scholarly work, teaching, and engagement for high-caliber engineering professionals “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering Education”

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Bertoline, G., & Depew, D. (2005, June), Revisiting The Urgency For Reform Of Faculty Reward Systems Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--15406