Asee peer logo

Strengthening The Body Of Knowledge – How Integration Of Practicing Engineers As Adjunct Faculty Can Enhance Educational Outcomes

Download Paper |

Conference

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

Implementing the CE BOK into Courses and Curricula

Tagged Division

Civil Engineering

Page Count

16

Page Numbers

15.1101.1 - 15.1101.16

Permanent URL

https://peer.asee.org/15988

Download Count

15

Request a correction

Paper Authors

author page

Michael Doran University of WIsconsin-Madison

author page

Charlie Quagliana University of WIsconsin-Madison

author page

Norman Doll University of WIsconsin-Madison

author page

Jeffrey Russell University of Wisconsin, Madison

author page

Greg Harrington University of WIsconsin-Madison

Download Paper |

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

Strengthening the Body of Knowledge – How Integration of Practicing Engineers as Adjunct Faculty Can Enhance Educational Outcomes

Abstract

Reformation of engineering education has been discussed for many decades in the United States. Noteworthy are the periodic reports, beginning with the Mann Report of 1918, that have emphasized the need for engineering education reform. Since Mann’s report there have been many other significant reports published from 1930 to present that stress this need.Two such studies were those completed in recent years by the American Society of Civil Engineers (ASCE)1 and the U.S. National Academy of Engineering (NAE)2. The impetus for both was a realization that major changes in engineering education were needed to meet 21st century challenges. Important conclusions from these studies are that civil engineering education must foster more interdisciplinary collaboration, include more team-based learning, and provide more learning experiences that feature problem solving involving socio-economic challenges as well as the application of engineering skill. Such collaboration, knowledge, experience, and engineering skill are required of effective practitioners.

The purpose of this paper is to describe why the University of Wisconsin-Madison Department of Civil & Environmental Engineering (CEE) has worked to integrate practitioners from multiple disciplines who possess extensive professional practice experience within the faculty team as Adjunct Faculty, how we are doing this, and the unique aspects the Adjunct Faculty are contributing to the educational process. The paper will specifically address how this engagement of Adjunct Professors as collaborative members of the team help the department to achieve the four characteristics of a model faculty described by the ASCE publication, Body of Knowledge for the 21st Century(BOK2) Committee3as: 1) Scholars, 2) Effective Teachers, 3) Having Relevant Practical Experience, and, 4) Providing Positive Role Models. The paper will also describe the deliberative process we have used to develop a formal charter to guide and describe this effort, and the care taken in Adjunct Faculty appointments to adhere to the recommendation of the BOK2 Committee4 that “…practitioner participants should meet the same criteria as the full-time faculty as described in this section – namely, scholarship, teaching effectiveness, and positive role modeling.”

Adjunct Faculty – Variable Definitions in Practice

The adjective “adjunct” has been defined in various ways, including: “a subordinate or incidental thing5,” “added or joined as an accompanying object or circumstance6,” “attached in a subordinate or temporary capacity to a staff7,” “something added or extra but subordinate8,”and “attached or belonging without full or permanent status: an adjunct surgeon on the hospital staff9.” The noun “professor” has also been defined in various ways, including: “a university teacher of the highest rank in a faculty10,”“(loosely) any college or university teacher11,” and “one that teaches or professes special knowledge of an art, sport or occupation requiring skill12.”

Doran, M., & Quagliana, C., & Doll, N., & Russell, J., & Harrington, G. (2010, June), Strengthening The Body Of Knowledge – How Integration Of Practicing Engineers As Adjunct Faculty Can Enhance Educational Outcomes Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/15988

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: © 2010 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