Conference Session

Customizing Courses for Industry Training Needs

Collection

2006 Annual Conference & Exposition

Authors

Joseph Tidwell, Boeing Co.; John Robertson, Arizona State University

Tagged Divisions

Continuing Professional Development

a feature of every recentASEE Conference as well as CIEC workshops1. The main features to address theindustry requirements are: 1. Design courses to meet industry needs and schedule for convenient times, locations, and course length. 2. Reduce overall engineering and manufacturing education training costs through pooled resources and best practice experience. 3. Enhance and extend the ongoing relationships with the State’s universities. 4. Build a network between high tech industries and state officials to have alignment on policies for education and economic development. 5. Develop a database of contextual industry cases that can be used by the

Conference Session

CPD - Engineering Education K - Life

Collection

2006 Annual Conference & Exposition

Authors

Kurt Becker, Utah State University

Tagged Divisions

Continuing Professional Development

with “troubleshooting, research anddevelopment, invention and innovation, and experimentation in problem solving,” andstandard 11 with “applying the design process.” In the forward to the standards, WilliamWulf noted, “It is not enough that the standards are published. To have an impact, theymust influence what happens in every K-12 classroom in America.” Technology education shares engineering education’s desire to emphasize open-ended problem solving and the design process. For example, Standard 8 delineates designsteps very similar to those introduced to engineering students. In order to recognize theattributes of design, students in grades 9-12 should learn that the design process includes: • defining a problem, • brainstorming