June 16, 2002
June 16, 2002
June 19, 2002
7.461.1 - 7.461.7
Effective Use of Development Plan for Promotion and Tenure of Engineering Technology Faculty
H. Öner Yurtseven Indiana University Purdue University Indianapolis
This paper reports the results of using faculty development plans by engineering technology administrators in mentoring and guiding newly hired engineering technology faculty through the promotion and tenure process. There is also an attempt to delineate the intensely debated topics of the roles of engineering technology faculty as compared to their closest colleagues, engineering and science faculty, when it comes to defining teaching, research and service in order to measure the performance of engineering technology faculty for purposes of promotion, tenure, annual reviews and salary recommendations. Administrators with responsibilities for engineering technology programs may occasionally be at a loss in making the case for their faculty members in a university setting where strong engineering and science units exist side by side with an engineering technology unit.
A suggested guideline of how to initiate a development plan for a newly hired faculty for engineering technology administrators is described in detail. This paper also invites engineering technology faculty and administrators to help build a set of broad expectations for promotion and tenure of engineering technology faculty which are recognized by all colleagues in engineering, engineering technology and science.
Engineering and engineering technology have always been part of a larger set commonly referred to as technology but science is not entirely in the sphere of the technology set. There is perhaps not one single word to describe the union of technology and science. The fields of engineering, engineering technology, and science, however, have long been considered to be part of a continuum or a spectrum ¹.
The educators who teach engineering, engineering technology and science, therefore, attempt to cover the overlapping concepts, principles and applications in this continuum. A somewhat clear distinction has emerged over the years between the roles, responsibilities and performance qualifications of science and engineering educators. However, engineering technology educators have not been so lucky as to have widely accepted and respected roles within the community of engineering and science educators.
The vital faculty issues such as professional development, promotion and tenure have been debated and brought to some form of maturity for engineering and science faculty although there are still wide variations from one institution to another. In a given higher Proceedings of the 2002 American Society for Engineering Education Annual Conference &Exposition Copyright © 2002 American Society for Engineering Education
Yurtseven, H. O. (2002, June), Effective Use Of Faculty Development Plan For Promotion And Tenure Of Engineering Technology Faculty Paper presented at 2002 Annual Conference, Montreal, Canada. https://peer.asee.org/10249
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