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Faculty Reward System Reform For Advancement Of Professional Engineering Education For Innovation: Looking At Representative Criteria For Merit Promotion In Advanced Engineering Practice In Industry

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Conference

2007 Annual Conference & Exposition

Location

Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007

ISSN

2153-5965

Conference Session

Faculty Reward System Reform

Tagged Division

Graduate Studies

Page Count

16

Page Numbers

12.733.1 - 12.733.16

Permanent URL

https://peer.asee.org/1623

Download Count

24

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Paper Authors

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Roger Olson Rolls-Royce Corporation

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ROGER N. OLSON is Lead Stress Engineer, Rolls-Royce Corporation, and a director of ASEE-College Industry Partnership Division.

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David Quick Rolls-Royce Corporation

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DAVID H. QUICK is Manager, R&D Customer Requirements, R&T Strategy, Liberty Works (tm)
Rolls-Royce North American Technologies, and past chair ASEE-Corporate Members Council.

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Samuel Truesdale Rolls-Royce Corporation

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SAMUEL L. TRUESDALE is manager of employee development, engineering business improvement organization, Rolls-Royce Corporation, and program chair, ASEE-College Industry Partnership Division.

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Dennis Depew Purdue University

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DENNIS R. DEPEW is dean of the college of technology, Purdue University.

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Gary Bertoline Purdue University

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GARY R. BERTOLINE is professor and assistant dean for graduate studies of the college of technology, Purdue University.

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Mark Schuver Purdue University

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MARK T. SCHUVER is director of the Rolls-Royce-Purdue Master’s degree program, Purdue University.

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Duane Dunlap Western Carolina University

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DUANE D. DUNLAP is professor, interim dean, Kimmel School, Western Carolina University, and
program chair ASEE-Graduate Studies Division.

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Donald Keating University of South Carolina

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DONALD A. KEATING is associate professor of mechanical engineering, University of South Carolina, and chair ASEE-Graduate Studies Division.

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Thomas Stanford University of South Carolina

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THOMAS G. STANFORD is assistant professor of chemical engineering, University of South Carolina.

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

Faculty Reward System Reform for Advancement of Professional Engineering Education for Innovation: Looking at Representative Criteria for Merit Promotion in Advanced Engineering Practice in Industry

1. Introduction

This is the second of three invited papers prepared for a special panel session of the National Collaborative Task Force on Engineering Graduate Education Reform that is focusing on the criteria for merit promotion of engineers in practice in industry to set the stage for designing a new faculty reward system for faculty participating in the graduate level instruction of practicing engineers. This is complementary to the traditional research-oriented faculty reward system for advancement of professional engineering education. Using professional attainment guidelines in engineering practice for industry, government service, NSPE, and ASCE this paper sets the foundation for rethinking new unit criteria for professionally-oriented faculty at the nation’s colleges of engineering and technology.

This paper describes how almost all engineers in industry now move ahead solely by merit pay increases and merit promotions by progressively increasing their abilities. It describes how engineers progress within a grade level, or from one grade level to another when capability is demonstrated, and not by seniority, or by cost-of-living increases. As such, the paper provides information for making a knowledgeable recommendation for a new unit criteria for faculty who teach, perform professional scholarship, and engagement oriented toward the creative practice of engineering, that should pattern and correlate closely with professional achievement criteria as put forth by the practicing engineering profession as a complement to unit criteria for research- oriented faculty.

2. The Professional Advancement Path for Engineers

In modern, high technology industries, engineers are a necessary, and a valued resource. These engineers create (invent), design, develop, and innovate to produce new / improved / breakthrough technologies. Most of these engineers enter the industrial workplace with a Baccalaureate degree. They progress up the professional ladder to increased compensation, and higher pay grades as their capability is demonstrated by a progressive gain in their abilities, and not by seniority. The process of Lifelong Learning for these engineers in industry is very necessary since the engineering profession is not static, but continues to advance rapidly. This learning is composed of on-the-job learning, company provided training courses, single courses from universities (continuing education), and gaining advanced (postgraduate level) degrees. The day of across-the-board cost of living increases, and/or progressing up the ladder by seniority is in the past.

See Appendix A for detailed descriptions of engineering job rankings by level, and a relation to academic levels.

Olson, R., & Quick, D., & Truesdale, S., & Depew, D., & Bertoline, G., & Schuver, M., & Dunlap, D., & Keating, D., & Stanford, T. (2007, June), Faculty Reward System Reform For Advancement Of Professional Engineering Education For Innovation: Looking At Representative Criteria For Merit Promotion In Advanced Engineering Practice In Industry Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/1623

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