June 18, 2006
June 18, 2006
June 21, 2006
11.636.1 - 11.636.17
Faculty Reward System Reform: Beginning Phase II – Setting Criteria for Professionally Oriented Faculty in Engineering and Technology
This is the second of two papers prepared for a special panel session of the National Collaborative Task Force on Engineering Graduate Education Reform that is focusing one of its primary tasks on faculty reward system reform. Founded in 2000, the National Collaborative Task Force is an initiative of the ASEE-Graduate Studies Division, Corporate Members Council, and College Industry Partnership Division. The National Collaborative is comprised of leaders from industry, academia, and government all coming together to advance professional engineering graduate education for the advancement of engineering practice in the national interest to enhance U.S. competitiveness.
Using the findings of the 2005 Task Force panel, 1,2,3 which investigated the commonality of faculty reward systems in other professions such as law, this paper suggests parallel criteria for professionally oriented faculty reward systems in engineering and technology education that complement scientific research and that better support the professional scholarship, teaching, and engagement functions of engineering practice for technology development & innovation.
2. Professional Education for Engineers – The New Challenge for Industrial Innovation
While the U.S. system of graduate education in Science and Engineering (S&E) continues to set the world standard and sustains the preeminence of the U.S. scientific workforce for basic research at the nation’s research universities, a balanced emphasis has not been placed on the advancement of professional education for the U.S. engineering workforce in industry to sustain preeminence in engineering practice for creative technology development & innovation.
2.1 Professional Context of Engineering Practice for Innovation
To meet the challenge, the National Collaborative Task Force on Engineering Graduate Education reform is leading a major reform in professionally oriented engineering graduate education to enhance the innovative capacity of the U.S. engineering workforce in industry to sustain U.S. preeminence in engineering practice for technology development & innovation to enhance competitiveness.
A major component of this educational reform for U.S. engineering workforce development is the development of professional master’s and professional doctoral degrees in engineering that are aimed at increasing the creativeness, innovative capacity, and engineering leadership skills of engineering practitioners in industry. As broad-based technological innovations pervade every aspect of our daily lives, the need for America to invest in the growth of its engineering workforce for innovation and leadership though a new model of professional engineering graduate education rises to a national priority.
Keating, D., & Stanford, T., & Bardo, J., & Dunlap, D., & Depew, D., & Latif, N., & Bertoline, G., & Tricamo, S., & Palmer, H., & McHenry, A., & DeLoatch, E., & Noori, M., & Bennett, R., & Snellenberger, J., & Truesdale, S. (2006, June), Faculty Reward System Reform: Beginning Phase Ii Setting Criteria For Professionally Oriented Faculty In Engineering And Technology Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/217
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