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Framework For Integrating Project Based Learning, Experience And Practice In Professional Graduate Education For Engineering Leaders In Industry Leading To The Professional Doctorate And Fellow Levels

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Professional Graduate Education & Industry

Page Count

26

Page Numbers

10.640.1 - 10.640.26

Permanent URL

https://peer.asee.org/15427

Download Count

46

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Paper Authors

author page

T.G. Stanford

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S.J. Tricamo

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R.N. Olson

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R.E. Morrison

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P.Y. Lee

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L.M. Coulson

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K. Gonzalez-Landis

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J.P. Tidwell

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J. O'Brien

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Isadore Davis

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H.J. Palmer

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Gary Bertoline

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Eugene DeLoatch

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Duane Dunlap

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D.H. Quick

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Albert McHenry

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Jay Snellenberger

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Michael Dyrenfurth

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Dennis Depew

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Donald Keating

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1455

Framework for Integrating Project-Based Learning, Experience and Practice in Professional Graduate Education for Engineering Leaders in Industry Leading to the Professional Engineering Doctorate and Fellow Levels D. A. Keating, 1 T. G. Stanford, 1 D. D. Dunlap, 2 A. L. McHenry, 3 E. M. DeLoatch, 4 P. Y. Lee, 5 D. R. Depew, 6 G. R. Bertoline, 6 M. J. Dyrenfurth, 6 S. J. Tricamo, 7 H. J. Palmer 8 I.T. Davis, 9 R.E. Morrison, 10 J. P. Tidwell, 11 K. Gonzalez-Landis, 12 J. O’Brien 13 J. M. Snellenberger,14 D. H. Quick,14 R. N. Olson,14 L. M. Coulson14

University of South Carolina 1/ Western Carolina University 2 / Arizona State University East 3 Morgan State University 4 / California Polytechnic State University 5 / Purdue University 6 New Jersey Institute of Technology 7 / Rochester Institute of Technology 8 Raytheon Missile Systems 9 / Lockheed-Martin Company 19 Boeing Company 11 / Engineering Partnership-Arizona12 Hewlett-Packard 13/ Rolls-Royce Corporation 14

Abstract

This is the third of four papers prepared for a special panel session of the National Collaborative Task Force on Engineering Graduate Education Reform. The paper formulates a very creative approach and framework for postgraduate professional education that fosters the continuous development of the U.S. engineering workforce in industry concurrently with engineering practice for technological innovation. The framework integrates innovative project-based learning, progressive experience, self-directed learning, and graduate studies concurrently with engineering practice. The framework is specifically designed to foster growth beyond the professional master’s level, leading to the professional Doctor of Engineering and Engineering Fellow for senior career development of engineering leaders. The intent is to build clusters of postgraduate professional education across the country in partnership with industry that strengthens U.S. innovative capability for continuous technology development and competitiveness.

1. Introduction

This paper reports on the progress of the National Collaborative Task Force on Engineering Graduate Education Reform in deigning practice-oriented, postgraduate professional engineering education to enhance the U.S. engineering workforce for competitiveness. The National Collaborative Task Force is embarking on an ambitious effort to create centers for postgraduate professional education across the country that better serve the needs of the U.S. engineering workforce in industry for leadership of creative technology development and innovation to strengthen the nation’s innovative capacity for competitiveness. The National Collaborative is a joint initiative of the ASEE-Graduate Studies Division, College Industry Partnership Division, Continuing Professional Development Division, and Corporate Members Council. The intent of this stage of work is to set the educational framework for high-quality postgraduate education for the professional Doctor of Engineering and Engineering Fellow for career development of senior engineering leaders in industry.

1.1 Promoting U.S. Technological Innovation by Investing in the Professional Education of the U.S. Engineering Workforce in Industry

In the innovation-driven economy, the U.S. engineering workforce is the primary driver for technological innovation for U.S competitiveness. Technology is primarily created, developed, and innovated in industry by industry’s engineers. But this workforce must be re-strengthened if we want engineering innovation to flourish in industry. This requires redesigning U.S. engineering graduate education. “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering Education”

Stanford, T., & Tricamo, S., & Olson, R., & Morrison, R., & Lee, P., & Coulson, L., & Gonzalez-Landis, K., & Tidwell, J., & O'Brien, J., & Davis, I., & Palmer, H., & Bertoline, G., & DeLoatch, E., & Dunlap, D., & Quick, D., & McHenry, A., & Snellenberger, J., & Dyrenfurth, M., & Depew, D., & Keating, D. (2005, June), Framework For Integrating Project Based Learning, Experience And Practice In Professional Graduate Education For Engineering Leaders In Industry Leading To The Professional Doctorate And Fellow Levels Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/15427

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