June 15, 2014
June 15, 2014
June 18, 2014
24.425.1 - 24.425.11
Development of Industry Modules for Engineers Pursuing Advanced DegreesGraduate engineering programs largely aim to prepare students for careers in academia.Programs emphasize research, academic publishing, and leadership in relevant nationalorganizations. As a result, engineering students tend to develop professional skills relevant toacademia regardless of their career interests outside of academia. Engineering industryemployers recognize this gap, which may impact their perceptions when interviewing applicantswith advanced engineering degrees. Graduate students with interest in industry careers needalternate resources to learn necessary skills. In this paper, online learning modules are designedfor the engineering graduate student population with special emphases on industry-specificskills. The objectives of this paper are to translate empirical findings about students’professional skills into the models framed into a LEADER framework, which will guidestudents as they complete modules that align with their knowledge of specific professionaltopics. The elements of the LEADER framework are as follows:• Locate in which students identify their existing perceptions and experiences• Evaluate in which students informally assess their views• Absorb where students learn formal, preexisting knowledge• Demonstrate where students apply content in actionable ways• Evolve in which students communicate how they will apply content in their career and professional development, and• Reflect such that students process and summarize their thoughts.This paper presents the development of a series of modules to help graduate students developknowledge, skills, and attributes to prepare them for their professional position. Future studieswill discuss the findings from piloted learning modules.
McClurkin, J., & Fitzpatrick, V., & Berdanier, C. G., & Cox, M. F., & Lynch, C. (2014, June), Development of Industry Modules for Engineers Pursuing Advanced Degrees Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20316
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