Industry-Education Collaboration: Faculty Interns 2006 CIEC Session ETD 528

Industry-Education Collaboration: Faculty Interns2006 CIEC Session ETD 528 B. Neal Whitten, P.E. Charles D. Parker East Tennessee State University Construction Engineering Technology

Credentials Required • Engineering Programs • Generally a Ph.D. • Proven Research Record • Engineering Technology Programs • Generally a Master’s Degree • 3 years of industrial experience

Academic Type Usually understands theoretical concepts May prepare for more academic / research type career Learns well from traditional methods (Lectures / texts) Hands-On Type Prefers real-life examples and applications to theory Typically prefers field work Learns well from practitioners and hands-on activities Types of Students

Concerns for Faculty • Strong academic backgrounds required for tenure-track positions do not necessarily lend themselves to relevant professional engineering experience • Tenure requires teaching, service, and research • Teaching and service are not a focus for many universities due to desire for external funding • Research focus takes away from professional development and staying current in the field • Not feasible for smaller programs – too narrow of a focus

Concerns for Faculty (continued) • Trend of engineering education diverging from engineering practice since the 1950s • The half-life of an engineering education is approximately 5 years (depending on field) • Relying on research for professional development may not be sufficient for institutions focused primarily on teaching • Not as competitive for research funding • Release-time not possible

Benefits of a Faculty Internship • Workable arrangement to gain current and relevant experience • Enhance the visibility of the institution in the local area • Provide educators tools to appeal to a broader range of students • Current “real-world” examples • Discussions often turn to related subjects • Professionalism and Ethics • Liability • Personnel Issues • Have an opportunity to see what employers are looking for in new graduates

Faculty Internship Benefits (continued) • Profession has access to additional highly-educated workers • Provide a “fresh view” on processes of the industrial partner • This type of “real-world” work can lead to professional registration • Credibility to program and instructor’s abilities

Drawbacks to a Faculty Internship • Institutional policies on outside employment • Tenure and promotion policies often do not focus on professional development as much as research and service • Compensation • Other higher paid opportunities • Time constraints • Faculty member • Industrial Partner

Faculty Interns and Municipal Governments • Municipalities generally have tight budgets • Often can not afford more full-time engineering staff even if there is a definite need • Faculty interns may be willing to forego compensation for professional development opportunities • Some municipalities don’t need full-time staff due to workload • Still could benefit from highly-educated assistance on some aspects of their operations • Strategic Planning • Asset Management

Faculty Interns and Municipal Governments (continued) • Municipalities are often more flexible with their schedules • Allows faculty to fit the internship into their schedule

Faculty Internship Example: City of Kingsport, Tennessee • Employs a part-time faculty intern at a lower than market rate for an equivalently educated engineer • Kingsport benefits from expertise in paving materials, pavement management, and erosion and sediment control • Any small savings the intern provides more than justifies the expenditure on salary (the citizens benefit as well) • Intern benefits from interaction with registered engineers, developers, and gaining new experiences to draw from in class • Future professional registration more valuable than financial compensation to most non-registered engineers

Faculty Internship Example: City of Kingsport, Tennessee (continued) • Intern Qualified to take Principles & Practices of Civil Engineering Exam • Passed October 2005 Exam • Obtained Professional Registration in the State of Tennessee in January 2006

Conclusions • Faculty of all-experience levels could benefit from internship opportunities • Students benefit from exposure to faculty who participate in internships • Time constraints can make faculty internships difficult, however municipalities can often offer a more flexible schedule • Faculty need to realize the benefits go far beyond the financial compensation for this type of opportunity

Questions / Discussion

Industry-Education Collaboration: Faculty Interns 2006 CIEC Session ETD 528