June 16, 2002
June 16, 2002
June 19, 2002
7.1225.1 - 7.1225.9
Understanding and Utilizing Adjunct Professors for Non- traditional Engineering and Technology Graduate Education
D. D. Dunlap, 1 R. E. Willis2 D. A. Keating, 3 T. G. Stanford, 3 R. J. Bennett, 2 M. I. Mendelson, 4 M. J. Aherne 5
Western Carolina University 1 / St Thomas University 2 / University of South Carolina 3 / Loyola Marymount University 4 / University of Alberta 5
Re-envisioning adjunct faculty members for non-traditional engineering graduate education is developing ways to effect a national dialogue on how to re-envision and position engineering graduate education to meet both the technology and societal needs of the 21st century. This paper adds value for the preparation of adjunct faculty members as graduate instructors and future teaching scholars. The paper contains an expanding set of Promising Practices in engineering and technology education that are currently being used. Teaching at the graduate level requires a high level of motivation in faculty who are committed to excellence in knowledge, in research, and in contributions to the profession, and/or serve to the community. Adjunct professors are an excellent way to bridge with the community and add richness to many course and degree program offerings.
The role of the adjunct within the modern university professional school is ambiguous - something more than a casual visitor - less than a fully participating member of the faculty. This changing role of the adjunct is closely related to the changing role of the professional school itself. To consider the potential role of the adjunct it is necessary to understand this common evolution.
During the seventeenth and early eighteenth centuries, the college or university focused on the humanities and the classical languages of Greek and Latin. Gradually this curriculum expanded to include the natural sciences. By the end of the eighteenth century the forerunners of the social sciences such as political economy and sociology were becoming accepted. Practical skills and professions were still learned primarily through apprenticeship.
The “learned professions” of theology, medicine, and law increasingly drew their members from those with prior university training and were gradually (and often
“Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education”
Willis, R., & Dunlap, D. (2002, June), Understanding And Utilizing Adjunct Professors For Non Traditional Engineering And Technology Graduate Education Paper presented at 2002 Annual Conference, Montreal, Canada. https://peer.asee.org/10869
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