June 26, 2011
June 26, 2011
June 29, 2011
College Industry Partnerships
22.913.1 - 22.913.15
The Medical School Model for Integrating Professional Practice into the Engineering Curriculum at an Urban, Public University: A Prototype Case Study with an Industry PartnerThe 19th century Morrill Land-Grant Colleges Acts had the following goals: 1) education for the“common man”, most of whom lived in rural areas; and 2) economic development by technologygeneration for the economy of the day – agriculture. The 21st century now finds us with aninformation economy and a population heavily based in urban settings. So the urban publicinstitution is now required to accomplish the original purpose of the 19th century land-grantinstitution – 1) educating the common man and woman, most of who are living in urban citiesand are from under-represented racial and ethnic groups; and 2) collectively driving the nationaleconomy by each university having a major impact on its regional economy. Engineeringprograms at these urban, public universities are also now challenged to “teach for professionalpractice”  by integrating professional learning experiences into the curriculum in a formalmanner.Thus the urban, public College of Engineering presents a unique opportunity to establish theDiscovery-Innovation Institutes (DIIs) introduced by James Duderstadt in his report“Engineering for a Changing World.”  The DIIs are comprised of academia-industry-government partnerships, are interdisciplinary in nature but focused on a specific area of researchsuch as energy, and will drive the engineering education enterprise within the institution.Duderstadt describes the DIIs as a cross between corporate R&D laboratories (linkingfundamental discoveries to innovative products and services through applied research),agricultural experiment centers and extension services (like land-grant universities, responding tosocietal needs), and academic medical centers (uniting education, research, and practice withinone unit). Therefore, DIIs will involve very active university-industry collaboration for practice-based education of engineers (like medical schools do for physicians), and for joint research anddevelopment activities.We have initiated the first step toward development of a DII by establishing a prototype for thepractice-based education of engineers through a partnership with Lockheed Martin AeronauticsCompany. In this paper, we will fully describe what we envision as the future of engineeringeducation as a practice-based discipline and the role of industry in developing professionalpractice training for engineering students. We will then provide a case study of our prototypicalpartnership with Lockheed Martin Aeronautics that includes these three fundamental elements ofa fully-integrated practice-based curriculum: 1) realistic laboratory and design experiences, 2)internships as meaningful learning experiences, and 3) joint research and development activitiesthat range from fundamental discoveries to the development of innovative products and businessdevelopment. References S.D. Sheppard, K. Mucatangay, A. Colby, W.M. Sullivan, Education Engineers:Designing for the Future of the Field, Indianapolis: Jossey-Bass, 2008. J.J. Duderstadt, “Engineering for a Changing World,” Millenium Project, University ofMichigan, Ann Arbor, Michigan, http://milproj.dc.umich.edu/, 2008, last access 10/5/10.
Schoephoerster, R. T., & Wicker, R., & Pineda, R., & Choudhuri, A. (2011, June), Integrating Professional Practice into the Engineering Curriculum: A Proposed Model and Prototype Case with an Industry Partner Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18241
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