June 12, 2005
June 12, 2005
June 15, 2005
10.641.1 - 10.641.14
Framework for Integrating Project-Based Learning, Experience and Practice in Professional Graduate Education for Engineers in Industry Leading to the Professional Master of Engineering D. D. Dunlap, 1 D. A. Keating, 2 T. G. Stanford, 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
Western Carolina University 1 / University of South Carolina 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
This is the second of four papers prepared for a special panel session of the National Collaborative Task Force on Engineering Graduate Education Reform. The paper formulates a creative approach and framework for postgraduate professional education that fosters continuous development of the U.S. engineering workforce 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 leading to the professional Master of Engineering (M.Eng.) for early career development of engineering leaders. The intent is to build clusters of postgraduate professional education across the country that strengthens industry’s innovative capability for continuous technology development to enhance U.S. competitiveness.
The purpose of this paper is to report on the progress of the National Collaborative Task Force on Engineering Graduate Education Reform in reshaping 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 that better serve the needs of the U.S. engineering workforce in industry for leadership of creative technology development & innovation to strengthen the nation’s innovative capacity for competitiveness. The National Collaborative was formed as a joint initiative of the ASEE- Graduate Studies Division (GSD), College Industry Partnership Division (CIP), and Corporate Members Council (CMC) to implement sustainable reform. The intent of this stage of work is to set the educational framework for high-quality postgraduate education for the professional Master of Engineering (M.Eng.).
2. Professional Education for Engineers in Industry ─ The New Challenge
If the U.S. is to remain preeminent in creating new innovative technologies through engineering to enhance our economic prosperity, quality-of-life and national security, the U.S. system of engineering education must remain the world’s leader, new models for professional, practice-oriented graduate education must be created that better support lifelong development needs of the U.S. engineering workforce in industry. America’s graduate engineering talent in industry has become the nation’s most underdeveloped resource for technological innovation. Substantial changes need to be made in US engineering graduate education to better meet the professional needs of this national resource. “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering Education”
Dunlap, D. (2005, June), Framework For Integrating Project Based Learning, Experience And Practice In Professional Graduate Education For Engineers In Industry Leading To The Professional Master Of Engineering Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14747
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