Adjunct's Contribution in Bringing the Practice to the Classroom: A Case Study

Waddah Akili

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Conference: 2016 ASEE Annual Conference & Exposition
Location: New Orleans, Louisiana
Publication Date: June 26, 2016
Start Date: June 26, 2016
End Date: June 29, 2016
ISBN: 978-0-692-68565-5
ISSN: 2153-5965
Conference Session: But I'm a Loner! Expanding capability and creativity by examining effective alliances
Tagged Division: New Engineering Educators
Page Count: 14
DOI: 10.18260/p.26528
Permanent URL: https://strategy.asee.org/26528
Download Count: 573

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Paper Authors

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Waddah Akili Iowa State University

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Waddah Akili has been in the academic arena for over 40 years. He has held academic positions at Drexel University, Philadelphia, Penna (66-69), at King Fahd University of Petroleum & Minerals, Dhahran, Saudi Arabia (69-87), and at the University of Qatar, Doha, Qatar (87-00). Professor Akili’s major field is geotechnical engineering and materials. His research work & experience include: characterization of arid and semi arid soils, piled foundations, pavement design & materials, and concrete durability. His interests also include: contemporary issues of engineering education in general, and those of the Middle East and the Arab Gulf States in particular.

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Abstract

Adjunct’s Contribution in Bringing the Practice to the Classroom: A Case Study

ABSTRACT

This paper examines the status quo of adjunct faculty in engineering institutions and argues that adjuncts could enrich an academic engineering program by bringing in their practical experience and by introducing relevant applications and design venues to the classroom. Adjunct faculty members do also help in setting up linkages with the industrial sector, which often leads to: employment opportunities for graduates, co-op activities, and potential development of collaborative research programs. Nevertheless, the present status of most adjunct faculty is tenuous, subject to shifting enrollment, and considered as a temporary arrangement, or until a “full-time” faculty is appointed. Unfortunately adjuncts, often with proven records of excellent teaching, are marginalized by the academic systems in place today; and their efforts and contributions to the academic process are undervalued. If fair treatment and proper recognition are accorded to adjuncts; then, their morale, loyalty to the institution, and their teaching effectiveness would improve markedly.

Next, the paper reports on a case of an adjunct with practical experience who “teamed-up” with “full-time” faculty member, in an attempt to bring the “practice” to 4th year students in a civil engineering class. The success achieved in meeting stated objectives of design-oriented course, i.e., including students’ exposure to the “practice”, was attributed, in large measure, to proper planning and coordination that preceded course delivery. Plus, the willingness, experience and abilities of the adjunct in addressing the practice in the locale. The paper sheds light on this case, and focuses on the contributions of the adjunct in course planning, delivery of “practice-related” material, organizing instructional activities, as well as adjunct’s ability and effort in engaging students, in and outside the classroom. The positive outcome of this experience has lead other faculty members to follow the same path, i.e., by searching for practitioners-as adjunct faculty- to assist in bringing the practice into the classroom, in partnership with “full-time” faculty.

In many areas of engineering education, there appears to be an increased reliance on adjunct faculty with industrial experience. Clearly, such an arrangement has many benefits to the engineering education process. The continued increase in emphasis by the Accreditation Board of Engineering and Technology on engineering design and related courses in undergraduate curriculum leads to an increased reliance on faculty with industrial experience. Adjunct faculty can play a significant role in developing practical courses and in guiding students to solve real world design problems.

Citation
Format

Akili, W. (2016, June), Adjunct's Contribution in Bringing the Practice to the Classroom: A Case Study Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26528

TY  - CPAPER
AB  - Adjunct’s Contribution in Bringing the Practice to the Classroom: A Case Study



ABSTRACT


This paper examines the status quo of adjunct faculty in engineering institutions and argues that adjuncts could enrich an academic engineering program by bringing in their practical experience and by introducing relevant applications and design venues to the classroom. Adjunct faculty members do also help in setting up linkages with the industrial sector, which often leads to: employment opportunities for graduates, co-op activities, and potential development of collaborative research programs. Nevertheless, the present status of most adjunct faculty is tenuous, subject to shifting enrollment, and considered as a temporary arrangement, or until a “full-time” faculty is appointed. Unfortunately adjuncts, often with proven records of excellent teaching, are marginalized by the academic systems in place today; and their efforts and contributions to the academic process are undervalued. If fair treatment and proper recognition are accorded to adjuncts; then, their morale, loyalty to the institution, and their teaching effectiveness would improve markedly. 

Next, the paper reports on a case of an adjunct with practical experience who “teamed-up” with “full-time” faculty member, in an attempt to bring the “practice” to 4th year students in a civil engineering class. The success achieved in meeting stated objectives of design-oriented course, i.e., including students’ exposure to the “practice”, was attributed, in large measure, to proper planning and coordination that preceded course delivery. Plus, the willingness, experience and abilities of the adjunct in addressing the practice in the locale.  The paper sheds light on this case, and focuses on the contributions of the adjunct in course planning, delivery of “practice-related” material, organizing instructional activities, as well as adjunct’s ability and effort in engaging students, in and outside the classroom. The positive outcome of this experience has lead other faculty members to follow the same path, i.e., by searching for practitioners-as adjunct faculty- to assist in bringing the practice into the classroom, in partnership with “full-time” faculty.

In many areas of engineering education, there appears to be an increased reliance on adjunct faculty with industrial experience. Clearly, such an arrangement has many benefits to the engineering education process. The continued increase in emphasis by the Accreditation Board of Engineering and Technology on engineering design and related courses in undergraduate curriculum leads to an increased reliance on faculty with industrial experience. Adjunct faculty can play a significant role in developing practical courses and in guiding students to solve real world design problems. 



AU  - Waddah Akili
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Adjunct's Contribution in Bringing the Practice to the Classroom: A Case Study
UR  - https://strategy.asee.org/26528
DO  - 10.18260/p.26528
ER  -