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The Leap From Teacher To Teacher Scholar

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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

Innovative Techniques & Funding Research

Page Count

11

Page Numbers

9.1272.1 - 9.1272.11

Permanent URL

https://peer.asee.org/13923

Download Count

11

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Paper Authors

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La Verne Harris

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Mary Sadowski

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

Session 2438

The Leap from Teacher to Teacher-Scholar: The Quest for Research in Non-Traditional Fields

La Verne Abe Harris Arizona State University

Mary A. Sadowski Purdue University

Abstract With the national trend toward decreasing state allocations, higher education institutions have been forced to be entrepreneurial to survive, and search for alternative means of funding through external agents. Many technology professors are finding themselves in a situation in which their top mission of teaching must be transformed to a teacher-scholar model. Through use-inspired basic research, which is the marriage between traditional basic university research and applied research, technology professors must strive to link their research findings directly to their coursework. They must be proactive in the search for external funding, not only to foster the culture of the academic enterprise, but also to become better teachers. This can be accomplished through federal grants, industry collaboration, and technology transfer. The academic enterprise model of “academic capitalism” 1 brings with it several implications: (1) social stratification on a global, national, institutional, and individual level, (2) industry collaboration, (3) the priority shift from instruction to research, and (4) a new higher education research model. The culture of academic capitalism impacts professors in non- traditional fields behaviorally through individual challenges in stratification, autonomy, and meritocracy. It also impacts the manner in which faculty must now work. Whether this is an opportunity or a threat to the academic success of the technology professors remains to be seen. According to Donald E. Stokes,2 former Dean at Princeton University, technology that stagnates in the lab offers almost no economic benefits. Innovations of technology require scientific methods applied to industrial practices. This paper will draw from two arenas of higher education and technology: “academic capitalism” and “Pasteur’s quadrant.” 2

Trends in higher education During the last 50 years there have been many policy shifts in higher education. The most significant shift in the United States is the decrease of state allocation since the 1980s,3 which left the academe with the charge of finding new way of doing business while facing dwindling resources. This national trend has resulted in higher education institutions, especially public

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

Harris, L. V., & Sadowski, M. (2004, June), The Leap From Teacher To Teacher Scholar Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/13923

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