June 24, 2007
June 24, 2007
June 27, 2007
12.734.1 - 12.734.29
Faculty Reward System Reform for Advancement of Professional Engineering Education for Innovation: Rethinking a New Model Template for Unit Criteria of Professionally Oriented Faculty
This is the third of three invited 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 in order to advance professional engineering graduate education for enhanced creative engineering practice for technology development & innovation across the country.
Based upon the findings of the first two papers of this panel session and the positive response for faculty reward system reform perceived at the 2006 annual ASEE conference, this paper recommends guidelines and a path forward for developing new unit criteria for faculty in professionally oriented graduate engineering programs. The suggested framework correlates with the nine levels of proficiency in the practice of engineering recognized by the National Society of Professional Engineers (NSPE), the American Society of Civil Engineers (ASCE), and that used in industry and government service.
II. National Collaborative: Purposeful Advancement of Professional Graduate Education for Creative Engineering Practice and Technology Innovation
Initiated in 2000 by leaders of the ASEE-Graduate Studies Division, College Industry Partnership Division, and Corporate Members Council, the National Collaborative Task Force on Engineering Graduate Education Reform is a coalition of innovative faculty, academic leaders from research and comprehensive universities, and engineering leaders from industry who are working together to respond to the urgency for reshaping engineering graduate education to better serve the needs of the modern practice of engineering to strengthen the nation’s capability for technology development and innovation in industry for U.S. economic competitiveness and national security purposes.
A) The Need for Reform ─ Of Faculty Reward Systems for Professionally Oriented Faculty in Engineering
Whereas appropriate faculty reward criteria exists for research-oriented faculty in the nation’s colleges of engineering, who are teaching and pursuing scholarship relevant to the practice of scientific research for scientific inquiry and discovery purposes, appropriate faculty reward does not exist at the majority of the nation’s colleges of engineering for those professionally oriented faculty who are teaching and pursing scholarship relevant to the creative practice of engineering itself
The National Collaborative Task Force concludes that although existing faculty reward systems are excellent for research-oriented faculty, and celebrate inquiry and discovery, they are insufficient for professionally oriented faculty at the nation’s colleges of engineering.
The National Collaborative Task Force strongly believes that if we as a nation are to make a sustainable advancement in professional engineering graduate education that strengthens the innovative capacity of the U.S. engineering workforce in industry for economic competitiveness and national security purposes, then we must respond to the existing need for faculty reward reform for those faculty who will be sustaining this advancement in professional engineering graduate education over the long-term.
Keating, D., & Stanford, T., & Bardo, J., & Dunlap, D., & Bertoline, G., & Depew, D., & Schuver, M., & DeLoatch, E., & Tricamo, S., & Lindquist, T., & McHenry, A., & Palmer, H., & Quick, D., & Noori, M., & Tidwell, J., & Olson, R., & Truesdale, S. (2007, June), Faculty Reward System Reform For Advancement Of Professional Engineering Education For Innovation: Rethinking A New Model Template For Unit Criteria Of Professionally Oriented Faculty Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--1626
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