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Session 1648

Continuing Professional Development for Engineering, Engineering Technology, and Industry Personnel

Anthony L. Brizendine, Ph.D., P.E., P.S. Fairmont State College

Abstract

West Virginia was one of the first states to require continuing professional development to maintain professional engineering licensure; as a result, the engineering and education communities in West Virginia were at the front of the curve in developing a sustained continuing education program to serve engineers in the state. Furthermore, we have developed partnerships and coordinated efforts of colleges, universities, professional organizations, and other participants in offering affordable continuing education programs through Annual Spring and Fall Technical Conferences, EXPO (statewide Architectural, Engineering & Construction programs), and various specialty programs, seminars, and workshops.

Fairmont State College has played a central role in developing a consortium of faculty, trainers, and subject matter experts to respond to industry requests instantly through a regional training network. Career development programs in project management, scheduling, CPM, total quality management, statistical process control, AutoCAD, SurvCADD, safety engineering, materials engineering, surveying, electronics, materials testing, business management, computer applications, customer service, problem solving, decision making, process reengineering, quality systems, occupational safety and safe work practices, OSHA compliance, supervisory skills, team development, and many others have been developed. These programs draw participation from all types of technical personnel to include engineers, engineering technologists, technicians, and industry line workers.

Introduction

Who requires career development? Does graduation with a baccalaureate degree ensure lifetime employment and provide the necessary skills to succeed in the workplace or should continuing professional competence be required? Or maybe, on-the-job experience itself provides for a lifetime of learning and development? The National Society of Professional Engineers (NSPE) completed a two-year study of approximately 1000 employers in industry and government in the early 1990’s; this study identified employers’ interests when evaluating a potential employee and sparked considerable discussion. Generally, graduates were assumed to possess technical skills; however, soft skills such as teamwork, leadership, communication and interpersonal skills, analytical ability, personal initiative, and self-confidence were identified as areas for evaluation in the hiring process. In general, these skills and attributes are desired in addition to basic competency in mathematics, sciences, and engineering analysis and design. In an excellent discussion titled “Broader View Needed for Quality Improvement” in 1995, Delon

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Brizendine, A. (1998, June), Continuing Professional Development For Engineering, Engineering Technology, And Industry Personnel Paper presented at 1998 Annual Conference, Seattle, Washington. 10.18260/1-2--6984