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The Process and Delivery of a Directed Project Component: Lessons and Methods from a Collaborative Degree Program

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2012 ASEE Annual Conference & Exposition


San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012



Conference Session

Engineering Education for Modern Needs Part II: Novel Curriculum Development and Project-based Courses

Tagged Division

Continuing Professional Development

Page Count


Page Numbers

25.1327.1 - 25.1327.6



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Paper Authors


Mark T. Schuver Purdue University, West Lafayette

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Mark Schuver is the Associate Director for the Center for Professional Studies in Technology and Applied Research (ProSTAR) in the College of Technology at Purdue University in West Lafayette, Ind. He is responsible for the development and administration of the Weekend Master’s Degree programs, the Rolls-Royce Master’s Degree programs, and the growth of Professional Education programs in the College of Technology. Prior to joining Purdue in 2002, Schuver was employed by Caterpillar, Inc., for 35 years with assignments in product design, research and development, supplier management, quality management, logistics management, and various leadership positions. He holds an associate's degree in drafting technology from North Iowa Area Community College (1967), a B.S. in business administration (1990), and M.S. in management (1992) from Indiana Wesleyan University. Schuver is a member of the American Society for Engineering Education and serves on the Executive Board of the Continuing Professional Development Division. He is also a member of College/Industry Partnerships, Engineering Technology, and Graduate Studies divisions of ASEE. Schuver is a member of the National Collaborative Task Force for Engineering Education Reform and is a Lifetime Certified Purchasing Manager with the Institute of Supply Management (formerly NAPM).

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Lynda M. Coulson Rolls-Royce Corporation

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A Directed Project requirement is becoming more common in today’s Masters Degree Programs.Both academia and industry can derive value in requiring an in-depth study that can benefit thecompany’s bottom line while fulfilling curriculum and learning outcomes.With a Directed Project experience students focus in on improvement opportunities as part oftheir workplace environment. Students are challenged to identify and deliver possible solutionstoward a defined initiative within a framework of process steps. These steps often expand thestudent’s systematic and analytical view of working towards an optimal solution.This session will focus on the Directed Project component as part of the Masters in Technologydegree program jointly developed by a university and multinational company. Emphasis will begiven to the process model; guidance provided and project outcomes (quantifiable). Also,includes a discussion on how to identify and control project scope, collection and analysis ofdata, and consensus with project committee members and academic advisors. A brief look at therole of the directed project as the student progresses toward graduation; the mandatory oraldefense, the life-cycle of a directed project and a comparison of directed projects pursued againstother Masters of Technology degree programs.

Schuver, M. T., & Coulson, L. M. (2012, June), The Process and Delivery of a Directed Project Component: Lessons and Methods from a Collaborative Degree Program Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--22084

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