A significant issue has existed for engineering technology faculty members who aspire to faculty positions at universities who have research as a primary mission element. It is the requirement of a doctoral degree as the entry-level credential for the ET professorate. This concern pervades many professional discussions of faculty status both formal and informal. It has led to TAC/ABET guidelines on the subject in an effort to provide a community-wide solution to the perceived problem. Yet these concerns remain. The purpose of this paper is to provide context and quantifiable evidence from Carnegie Research 1 universities that defines the scope of the conditions that give rise to a major component the ET faculty concerns. The information generated, explains variations in patterns of institutional hiring, tenure criteria, and promotion standards and allays negative faculty feelings.
|Original language||English (US)|
|Number of pages||7|
|Journal||ASEE Annual Conference Proceedings|
|State||Published - Dec 1 1999|
|Event||1999 ASEE Annual Conference and Exposition: Engineering Education to Serve the World - Cahrlotte, NC, United States|
Duration: Jun 20 1999 → Jun 23 1999
ASJC Scopus subject areas