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Faculty Technical Currency: Status Report On A National Survey Of Engineering Technology Faculty

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Scholarship in Engineering Technology

Page Count

28

Page Numbers

9.605.1 - 9.605.28

Permanent URL

https://peer.asee.org/12756

Download Count

30

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Paper Authors

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George Morgan

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Gene Gloeckner

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Amin Karim

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

Session 1078

Faculty Technical Currency: Status Report on a National Survey of Engineering Technology Faculty

Ahmed S. Khan DeVry University, Addison, IL 60101

Amin Karim DeVry University, Oakbrook Terrace, IL 60181

Gene Gloeckner George Morgan School of Education, Colorado State University, Fort Collins, CO 80523

Abstract

Rapid technological growth has put new demands on engineering and engineering technology educators. Industry seeks graduates with up-to-date technical knowledge. The half-life of an engineer's technical skills - how long it takes for half of everything an engineer knows about the field to become obsolete - is becoming strikingly short. The pace of technological change has also imposed new challenges on faculty development and technical currency programs. Faculty professional development activities and technical currency play an important role in promoting student learning and success.

Especially for non-research (purely teaching) institutions that offer technology driven programs, one of the most important factors determining student success is the technical currency of faculty members. The Accreditation Board for Engineering and Technology (ABET) and regional accreditation bodies place strong emphasis on the technical currency of faculty, and require institutions to provide opportunities for faculty to keep abreast of technological advances. ABET’s new criteria for accrediting engineering technology programs, Technology Criteria 2000 (TC2k), also emphasize the importance of faculty technical currency.

Thus, the rapid pace of technological change coupled with the shortened “half-life” of engineers, mandate that faculty remain current in their areas of specialization in order to help students acquire an up-to-date technological knowledge base.

This paper presents the findings of a faculty survey conducted through the ASEE ETD listserv which presently has a membership of more than 3000 faculty members and professionals belonging to more than 677 institutions. The intent of the survey was to

“Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education"

Morgan, G., & Gloeckner, G., & Karim, A., & Khan, A. (2004, June), Faculty Technical Currency: Status Report On A National Survey Of Engineering Technology Faculty Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/12756

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: © 2004 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