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Sat, Nov 3, 5:00 - 5:25, Haselton 1     Paper (refereed)
Recommended Citation: Sendall, P, V Poteat, and M Noonan.  Faculty Research and Development in the Technology Disciplines.  In The Proceedings of the Information Systems Education Conference 2007, v 24 (Pittsburgh): §3744. ISSN: 1542-7382. (A later version appears in Information Systems Education Journal 6(2). ISSN: 1545-679X.)
 
Recipient of Distinguished Paper Award
 
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Faculty Research and Development in the Technology Disciplines

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Refereed13 pages
Patricia Sendall    [a1] [a2]
Department of Management
Merrimack College    [u1] [u2]
North Andover, Massachusetts, USA    [c1] [c2]

Vance Poteat    [a1] [a2]
Dept. of Computer Science
Merrimack College    [u1] [u2]
North Andover, Massachusetts, USA    [c1] [c2]

Mary Noonan    [a1] [a2]
Dept. of Computer Science
Merrimack College    [u1] [u2]
North Andover, Massachusetts, USA    [c1] [c2]

Major faculty development efforts in higher education gained momentum in the 1960ís (Millis, 1994); however, much of what has been written to-date on the subject was published in the eighties and nineties. There is no question that scholars agree that faculty development funding is a necessity. However, until now, articles have concentrated on faculty research and development as it applies across the academy, with little to no emphasis on individual disciplines. This paper visits the faculty research and development grant process and how it applies to faculty in the technology disciplines. The authors will discuss the uniqueness of the technology disciplines and how their distinctiveness affects the professional development process. A survey was sent to academic technologists to learn about faculty development standards at their college or university. Survey data indicates that there is a perception of a double standard when it comes to the development requirements for the academic technologist.

Keywords: faculty development, research and development, development funding, research funding, technology disciplines

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