Asee peer logo

Expectations For Faculty Development In Engineering Technology

Download Paper |

Conference

1997 Annual Conference

Location

Milwaukee, Wisconsin

Publication Date

June 15, 1997

Start Date

June 15, 1997

End Date

June 18, 1997

ISSN

2153-5965

Page Count

5

Page Numbers

2.186.1 - 2.186.5

Permanent URL

https://peer.asee.org/6557

Download Count

46

Request a correction

Paper Authors

author page

Walter Buchanan

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2347

Expectations for Faculty Development in Engineering Technology

Walter W. Buchanan Oregon Institute of Technology

Abstract

There is probably nothing more important to a new faculty member than to find out what is expected to achieve promotion and tenure. In many institutions, however, what is expected to achieve these goals is vague and unclear. This article lays out ways an institution can make it clear to a new faculty member what needs to be done to have a good chance to achieve promotion and tenure through a realistic plan of faculty development.

Introduction

It can be safely said that when a new faculty member arrives on campus, he or she wants to do a good job. Most new faculty members are entering into an entirely new work environment. This is especially true of new faculty members in engineering technology, who typically enter academia from an industrial environment. It is difficult to know what is expected. Although it is obvious that one must do a good job in the preparation and teaching of classes, what is necessary beyond that to succeed in academia is usually not apparent to new faculty.

Most institutions set standards in teaching, research, and service for the achievement of promotion and tenure. A typical statement is that one must achieve excellence in one of these areas and be satisfactory in the other two. Although never explicitly stated, service is almost always the weak link in this academic troika. The author is not aware of any case in which a faculty member has achieved promotion and tenure by being excellent in service, but only satisfactory in teaching and research. As to the other two, in research institutions, excellence is usually required in the research area. However, in engineering technology where teaching is emphasized, the teaching area can be used for the area of excellence. Also, research is usually defined as scholarship or creative activity for engineering technology faculty members. Even if these expectations are made clear, it is usually not stated what is necessary for “excellence” or being “satisfactory.”

The author is fond of a statement made by one of his instructors in a course he was taking for his doctorate. The professor stated that tenure was like a bowling game in which the pins are hidden. Although this is humorous, it is not much help to a new faculty member. What is needed is a realistic plan of faculty development to achieve excellence or a satisfactory level in the areas of teaching, scholarship, and service. This article endeavors to lay out such a plan with particular relevance to engineering technology faculty.

Buchanan, W. (1997, June), Expectations For Faculty Development In Engineering Technology Paper presented at 1997 Annual Conference, Milwaukee, Wisconsin. https://peer.asee.org/6557

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: © 1997 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