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Faculty Scholarship and Professional Currency: A Self-Assessment Model for Developing an Effective Professional Development Plan

Abstract

The exponential rate of technological advances and the convergence of scientific knowledge are remaking the world. As the pace of change becomes faster with every new technological revolution, a new paradigm is required in the domains of teaching and learning. Teaching in today’s world requires new approaches to instruction. The convergence of multiple-disciplines has put new demands on educators as well on students. As technology leapfrogs and new technological domains evolve, it becomes increasingly important for faculty to keep current with the new and emerging technologies. The global marketplace requires students to possess an up-to-date technological knowledge-base and complex communications-skill set. In this regard, faculty professional development activities and technical currency play an important role in promoting student learning and success. Accreditation bodies such as the Accreditation Board for Engineering and Technology (ABET) place high emphasis on the professional and technical currency of faculty and require institutions to provide opportunities for faculty to keep abreast of the pace of technological advances.

This paper explores the issues of faculty scholarship viz a viz faculty technical currency, new demands of teaching and learning, and makes recommendations for faculty and administrators for developing appropriate faculty professional development plans, and for formulating policies to promote faculty technical currency through the use of a self- assessment tool.

I. Introduction

The fast pace of technological change and the convergence of multi-discipline scientific knowledge are remaking the world. As the time to remake the world becomes shorter with every new technological revolution, a new paradigm is required in the domains of teaching and learning. Teaching in today’s world requires new approaches to instruction. The profound and pervasive changes occurring in education are placing new demands on educators. Educators are expected to be technically current and learn the mechanics of teaching/learning in order to become effective teachers and to narrow the academia -industry gap that exits in the curricula. Accreditation bodies such as the Accreditation Board for Engineering and Technology (ABET) place high emphasis on the technical currency of faculty and require institutions to provide opportunities for faculty to keep abreast of the pace of technological advances. ABET’s criteria for accrediting engineering technology programs state:

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Khan, A. (2009, June), Faculty Scholarship And Professional Currency: A Self Assessment Model For Developing An Effective Professional Development Plan Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--5450