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Issues Driving Reform Of Faculty Reward Systems To Advance Professional Graduate Engineering Education: Expectations For Adjunct Industrial Faculty

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2004 Annual Conference


Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004



Conference Session

Faculty Reward System Reform

Page Count


Page Numbers

9.824.1 - 9.824.4



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Paper Authors

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Duane Dunlap

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Donald Keating

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

Session 1555 2004 ASEE – Salt Lake City Graduate Studies Division

Invited Panel Session: Issues Driving Reform of Faculty Reward Systems Relevant to Professional Graduate Engineering Education

Invited Panel Paper # 3

Issues Driving Reform of Faculty Reward Systems to Advance Professional Graduate Engineering Education: Expectations For Adjunct Industrial Faculty D. D. Dunlap,1 J. M. Snellenberger,2 D. H. Quick,2 I. T. Davis,3 J. P. Tidwell,4 A. L. McHenry,5 D. R. Depew,6 S. J. Tricamo,7 D. A. Keating,8 T. G. Stanford 8

Western Carolina University 1/ Rolls-Royce Corporation 2 / Raytheon Missile Systems 3 The Boeing Company 4/Arizona State University East 5/ Purdue University 6 New Jersey Institute of Technology 7/ University of South Carolina 8


The third paper in this special graduate studies division panel session focuses on issues driving reform of faculty reward systems to advance professional graduate engineering education. Creative engineering practice and leadership of technological innovation to enhance U.S. competitiveness is mission critical to economic development and growth of jobs within the United States of America. The paper and presentation will addresses the need for appropriate recognition of adjunct industrial faculty in professional graduate engineering programs. As identified by the Council of Graduate Schools recently, faculty engaged in professional practice are a major attribute for developing and sustaining high-quality professional graduate programs in engineering and technology. Reward systems and professional recognition of these expert faculty must be improved in order to attract high-caliber, experienced, practicing engineers and industrial leaders from industry. Adjunct industrial faculty teaching in engineering and technology professional graduate programs add remarkable leading edge insight to the needs of industry to be more competitive. Because of current emphasis on research-driven graduate education and the university quest for federal funding, our nation’s experienced professional engineering talent in industry has been one of the most underutilized U.S. faculty resources. The opportunity for innovative universities to better recruit, develop, and reward this unique resource of U.S. domestic engineering talent must not be ignored. Use of this experienced resource in combination with core university faculty, builds a formidable U.S. strength for engagement with industry to improve professional graduate engineering education for world-class competitiveness as a professional complement to the existing academic research strength.

Dunlap, D., & Keating, D. (2004, June), Issues Driving Reform Of Faculty Reward Systems To Advance Professional Graduate Engineering Education: Expectations For Adjunct Industrial Faculty Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--12843

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