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AI-generated index
Engineering Dean Salaries in the United States
The average salary for an Engineering Dean in the United States is around $143,911 per year, according to Indeed's data. Salaries can range from $95,000 to over $200,000 depending on factors like location and institution type.
Dean of Engineering Salary
Glassdoor estimates the average salary for a Dean of Engineering in the US to be approximately $154,000 per year, with a range of $110,000 to $220,000. Top-paying cities include New York, Los Angeles, and Boston.
Engineering Deans' Salaries: A National Study
A study by the National Association of Colleges and Employers found that the median salary for engineering deans in the US was $135,000 in 2022. The study also examined factors influencing salary, such as institution size and type.
Salary Survey of Engineering Deans
The American Society for Engineering Education conducted a survey of engineering deans, finding an average salary of $140,000. The survey also explored trends in engineering education and the role of deans in shaping the field.
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data.usacolleges.com
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Engineering Dean Salary Data
This dataset provides information on the salaries of engineering deans at colleges and universities across the US. Users can filter by institution type, location, and other factors to explore the data.
Engineering Deans Discuss Challenges and Opportunities
In this video, a panel of engineering deans discusses the challenges and opportunities facing their field, including issues related to funding, diversity, and curriculum development. The discussion also touches on the role of the dean in addressing these challenges.
Report on Engineering Education
The National Science Foundation has released a report on the state of engineering education in the US, including data on enrollment, graduation rates, and faculty salaries. The report also explores the role of deans in shaping engineering education.
Engineering Dean Salaries by Institution Type
The Chronicle of Higher Education analyzed data on engineering dean salaries, finding significant variations depending on institution type. The article explores the implications of these findings for engineering education and leadership.