Industry-Education
Collaboration:
Faculty Interns
2006 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

Types of Students

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 handson activities
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 highlyeducated 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