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Session 2155

An Emerging Template for Professionally Oriented Faculty Reward Systems that Supports Professional Scholarship, Teaching, and Creative Engagement in Engineering Practice for the Development and Innovation of Technology D. A. Keating, 1 T. G. Stanford, 1 J. W. Bardo, 2 D. D. Dunlap, 2 D. R. Depew, 3 G. R. Bertoline, 3 M. J. Dyrenfurth, 3 A. L. McHenry, 4 P. Y. Lee, 5 E. M. DeLoatch, 6 S. J. Tricamo, 7 H. J. Palmer 8

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

Abstract

This is the third of three papers prepared for a special panel session of the National Collaborative Task Force on Engineering Graduate Education Reform that addresses reform of faculty reward systems to advance professional engineering education for creative engineering practice and technology leadership. This paper presents a roadmap for planned reform in defining a model template for professionally oriented faculty reward systems that supports professional scholarship, teaching, and engagement in advanced engineering practice for the creation, development & innovation of technology. Four action items are presented based upon the urgency for reform in U.S. engineering education and the unifying themes, common to other professions, in advancing professional education for practice.

1. Introduction

Since the end of World War II, the United States has invested heavily, and quite successfully, in fostering research-driven graduate education for the development of the U.S. scientific workforce, which performs discovery-oriented basic scientific research at the universities.

Subsequently, in the last half of the last century, faculty reward systems that assess productive faculty scholarship at the nation’s colleges of engineering and technology have focused largely on the linear research-driven model of technology development and quest for federal funding of research, which originated in 1945 U.S. science policy.1

Cultures for discovery-oriented scientific research and research-oriented graduate education have proven to be quite successful at most research universities. The existing faculty reward system, developed since 1945 and nurtured by federal research grants, meets the needs and requirements of most research- oriented faculty who, for the most part, are very good at performing their functions as scientific researchers and are rewarded accordingly. These cultures have a long tradition in academia.

However, during this same time period, a balanced effort has not been given to creating a complementary infrastructure at the universities that is required for the advanced professional education of the U.S. engineering workforce in industry, which is performing the “lion’s share” of engineering for the deliberate creation, development and innovation of new/improved/breakthrough technology for the nation’s economic development and national security. This neglect has been a major contributing factor to the long-term loss of U.S. competitiveness and to the long-term underdevelopment of the U.S. engineering workforce for technological innovation and its effective leadership.

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering Education”

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Bardo, J., & Bertoline, G., & DeLoatch, E., & Dunlap, D., & McHenry, A., & Stanford, T., & Tricamo, S., & Lee, P., & Palmer, H., & Dyrenfurth, M., & Depew, D., & Keating, D. (2005, June), An Emerging Template For Professionally Oriented Faculty Reward Systems That Supports Teaching, Professional Scholarship And Creative Engagement In Engineering Practice For The Development And Innovation Of Technology Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--15430