June 20, 2010
June 20, 2010
June 23, 2010
Continuing Professional Development
15.152.1 - 15.152.27
An Exploration of Promotion and Tenure Policies Related to the Scholarship of Engagement and Outreach at Engineering and Technology Programs within the US
This paper describes research identifying how the scholarship of outreach, engagement, and service-learning (SOES-l) is recognized in promotion and tenure (P&T) decisions within the disciplines of engineering and technology (E&T). The research seeks to identify both the frequency and extent of how these forms of scholarship are used in P&T considerations at universities and colleges within the US. Social science models of SOES-l do not seem to fit professional disciplines such as E&T. For E&T programs, the SOES-l is of necessity focused on faculty’s interaction with industry as well as traditional community partners needing a technology centric consult. Student involvement comes in the form of projects, either episodic or continuous with both communities. Currently, the axis of control for faculty reward systems are operationalized by the values placed on: 1. refereed journal publications 2. funded projects and grants that pay the federal overhead rate 3. outside evaluation of performance by respected academic peers. These traditional values have limited use of current trends in faculty leadership in SOES-l). What is needed is a new recognition of the scholarship of engineering that contrasts and values faculty’s progressive proficiency levels and progressive skill-sets of professional performance in advancing the practice of engineering as compared to scientific research in engineering theory.
According to Keating, et al.1, social science models of engagement and outreach do not fit professional disciplines such as engineering and technology robustly. For engineering and technology programs, the scholarship of engagement and outreach is of necessity focused on faculty’s interaction with industry as well as traditional community partners needing a technology centric consult. Student involvement comes in the form of projects, either episodic or continuous with both communities. Byrne2 finds that “Undergraduate student participation in faculty scholarship activities can result in significant contributions and advancement of both fundamental knowledge and product development.” Keating et al.1, describes the present time as a time to “…extend university education beyond the imparting of knowledge to include the development of innate human potential for creativity, innovation, and leadership in engineering.” This is labeled as the scholarship of engineering. This definition applies the SOES-l to industry consults by E&T faculty as a process of professional performance.
Currently, the axis of control for faculty reward systems are operationalized by the values placed on1: 1. refereed journal publications 2. funded projects and grants that pay the federal overhead rate 3. outside evaluation of performance by respected academic peers.
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2010 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015