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Integrating Teaching, Research, And Service To Develop Scholarly Publications

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

Tricks of the Trade for Research

Page Count

7

Page Numbers

7.704.1 - 7.704.7

DOI

10.18260/1-2--10916

Permanent URL

https://peer.asee.org/10916

Download Count

89

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Paper Authors

author page

Albert Lozano

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

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SESSION 2475

INTEGRATING TEACHING, RESEARCH AND SERVICE TO DEVELOP SCHOLARLY PUBLICATIONS

Albert Lozano-Nieto The Pennsylvania State University School of Engineering Technology and Commonwealth Engineering P.O. Box PSU Lehman, PA 18627 Phone: (570) 675-9245 FAX: (570) 675-7713 email: AXL17@psu.edu

Abstract

The publishing of scholarly work is one of the most critical elements at the time of evaluating the performance of a faculty member. Even disciplines and institutions that have not traditionally placed a strong emphasis on faculty publications, are increasingly requiring their faculty to publish scholarly work. This paper explores alternative ways of producing and publishing scholarly work in today’s academia, especially for faculty members in non-research institutions of appointments.

Introduction

We can consider the publishing of scholarly work as a critical requirement for the tenure and promotion of tenure-track faculty members. Even for faculty members in non tenure-track positions, or those for which publications are not required, scholarly publications enhance the possibilities for advance and promotion within their institutions1 . New faculty members teaching in Engineering Technology (ET) programs as well as those teaching in Engineering programs in non-research institutions face less defined expectations on what is expected from them in the area of scholarly publications compared to faculty members in engineering programs 2 . Moreover, these requirements and expectations for these faculty members greatly vary between different institutions, making it more difficult to address them globally creating confusion to new faculty members as they have a less defined reference frame.

First, ET programs have different mission and goals than engineering programs, as ET programs are more focused on applications rather than basic research. This can be erroneously perceived as having fewer opportunities to develop scholarly publications. Secondly, the teaching load of ET faculty members is normally higher than engineering faculty, leaving them with less time to develop research agenda and publish scholarly work. Finally, because the vast majority of ET programs are offered at undergraduate level, ET faculty does not benefit from the interacting with graduate

“Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education”

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Lozano, A. (2002, June), Integrating Teaching, Research, And Service To Develop Scholarly Publications Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10916

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