Heywood, J., & Cheville, R. A. (2015, June), Is Engineering Education a Professional Activity?  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24382

\bibitem{asee_peer_24382}
  Heywood, J., \& Cheville, R. A. (2015, June), \emph{Is Engineering Education a Professional Activity?}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24382

John Heywood and R. Alan Cheville.  "Is Engineering Education a Professional Activity?".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24382 Internet.  29 Jun, 2024

\bibitem{asee_peer_24382}
  John Heywood and R. Alan Cheville.
  "Is Engineering Education a Professional Activity?".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24382 Internet.  29 Jun, 2024

@INPROCEEDINGS{asee_peer_24382
author = "John Heywood and R. Alan Cheville"
title = "Is Engineering Education a Professional Activity?"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24382}
number = {10.18260/p.24382}
}

TY  - CPAPER
AB  -                    Is engineering education a professional activity?In many countries schoolteachers are recognized by the public as “professionals” and schoolteaching is a professional activity for which some kind of specialist training is required. In somecountries (e.g. Ireland and Scotland) standards of entry and subsequent behavior are regulated bycouncils similar to those that act in this respect for the health professions. In contrast in mostcountries specialist training in education is not required to become a university teacher whichbegs the question “is university teaching a professional activity?” One characteristic of a profession is that it can set standards for entry into the profession and forthe behaviour of professionals in practice. How such standardization is achieved varies fromcountry to country as does the status of the professional qualification. Interestingly in both theUnited States and the United Kingdom a doctorate is the qualification to teach engineering at theuniversity level, not the Professional Engineer (USA) or the Chartered Engineer (UK)qualification. Thus many candidates for university teaching are newly qualified PhD’s withoutany experience of engineering in the outside world. At the university the demand for a doctorateis a result that a PhD serves as a “standard” that qualifies a person to undertake research. A PhDis not a guarantee that they can teach, and since many candidates are not trained it is inevitablethat many engineering educators will be “restricted” professionals to use Hoyle’s terminology[reference]. In contrast some countries, such as the UK and Sweden, require intending universityfaculty to have training in teaching and learning, effectively serving as a guarantee that they canteach. Such training serves as the teaching equivalent of the PE; the PEE as it were.This paper argues that, qualifications aside, university teaching is a professional activity andeffective training should be required. If engineering education is a discipline—as declared in theUnited States the Journal of Engineering Education in 2006—then engineering educators haveresponsibility for developing such training given that a substantive body of knowledge aboutteaching and learning in engineering exists. This paper discusses what might be expected ofengineering educators should we choose to implement some form of teaching qualification.
AU  - John Heywood
AU  - R. Alan Cheville
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Is Engineering Education a Professional Activity?
UR  - https://peer.asee.org/24382
DO  - 10.18260/p.24382
ER  -