National Collaborative for Engineering Graduate Education Reform

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National Collaborative for Engineering Graduate
Education Reform

• Professional Education for Engineers
• The New Challenge
• Industrial Innovation

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Professional Education for Engineers The New
Challenge

• Initiated in 2000, the ASEE Corporate Members
  Council, College Industry Partnership Division,
  and
• Graduate Studies Division have fostered a
  national collaborative to serve as a catalyst for
  action.

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Professional Education for Engineers The New
Challenge

• Mission
• Leverage higher education and industry to shape
  the US engineering workforce at the graduate
  level and beyond, to assure the nations future
  prosperity and security
• Enhance professional graduate education to
  produce a more creative and innovative
  engineering workforce

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National Collaborative Task Force for Engineering
Graduate Education Reform to Ensure a Strong U.S.
Engineering Workforce for Technological
Competitiveness   Isadore Davis - Raytheon
Missile Systems        Jay Snellenberger Dave
Quick - Rolls-Royce        Joe Tidwell - The
Boeing Company        Joe OBrien -
Hewlett-Packard Company        Ray Haynes -
Northrop Grumman Space Technology        Dave
Evans - Aerospace Corporation        Ray Morrison
Lockheed Martin Aeronautics Company       
Letha Hammon DuPont Company        Mark
Stratton - Society of Manufacturing
Engineers        Tom Price - American Association
of Engineering Societies        Bill Wulf -
National Academy of Engineering        Ed Cranch
Cornell University        Saul Fenster, Don
Sebastian, Steve Tricamo - New Jersey Institute
of Technology        Dennis Depew, Michael
Dyrenfurth - Purdue University        Don
Keating, Tom Stanford - University of South
Carolina        John Bardo, Duane Dunlap -
Western Carolina University        Al McHenry,
Jerry Jakubowski - Arizona State University
East Kathleen Gonzalez-Landis Masters of
Engineering Partnership               Gene
DeLoatch - Morgan State University        Jack
Selter University of Central Florida        Mel
Mendelson - Loyola Marymount University       
Ron Bennett - St Thomas University  
Presentation slides developed by the
Collaborative team and organized by Joseph P.
Tidwell, 2004
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Industry / Government / Foundation Funding
National Collaborative Demonstration Project
1,2,3,4 Advancement of Professional Education
for Engineers in Industry to Enable a Strong U.S.
Engineering Workforce for Competitiveness National
Collaborative Executive Leadership Team
Champion University Arizona   Al
McHenry   Arizona State University Polytechnic
Champion University California   Peter
Lee   California Polytechnic
Champion University Indiana   Dennis
Depew   Purdue University
Champion University Maryland   Gene
DeLoatch   Morgan State University
Champion University Minnesota   Ron
Bennett   University of St Thomas
Champion University New Jersey   Steve
Tricamo   New Jersey Institute of Technology
Champion University New York   Harvey
Palmer   Rochester Institute of Technology
Champion University N. Carolina   Duane
Dunlap   Western Carolina University
Champion University S. Carolina   Don
Keating   University of South Carolina
Champion University Arkansas   Mary Good  
University of Arkansas at Little Rock
(59,000) (330,000) (50,000)
(52,000) (52,000) (57,000)
(122,000 ) (57,000) (33,000)
(11,610)
Regional U.S. Engineering Workforce in Industry
Per State Across the Nation  
Corporate Partners ASEE-Corporate Members
Council Aerospace Corporation, Boeing Company,
Dupont Company, Hewlett-Packard Corporation,
Lockheed Martin, Northrop Grumman Corporation,
Raytheon Missile Systems, Rolls-Royce, Society of
Manufacturing Engineers
1 Fostering regional economic development and
systematic technological development for
continuous innovation in industry across the
nation 2 Developing new innovative technology in
industry and U.S. technology leaders
simultaneously for U.S. competitive advantage 3
Fostering the creative, innovative and leadership
potential of the U.S. Engineering Workforce for
world-class competitiveness and continuous
innovation in industry 4 Fostering increased
university-industry engagement through regional
clusters of professional education for innovation
and continuous technology development
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Professional Education for EngineersThe New
Challenge
The Role of U.S. Engineers in an
Innovation-Driven Economy
U.S. Competitiveness / Economic Prosperity /
National Security Innovation-Driven Global
Economy ? Continuous Creation, Development and
Innovation of New/Improved Technology for
Competitive Advantage ? Innovative Capacity of
U.S. Engineering Workforce in Industry For
World-Class Engineering Leadership Technology
Development ? In-Service, Professional,
Practice-Oriented Graduate Education to Further
Develop Creativity, Innovation and Leadership
Skills of U.S. Engineering Workforce
? Entry-Level Engineer in Engineering Practice,
Education, Training in Industry ? Undergraduate
Engineering Education ? K 12 Education,
Preparation
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Economic Drivers

• Our countrys lasting wealth comes from industry
• Raw materials converted into products and sold
  for a profit NEW MONEY
• A service oriented economy can not sustain itself
  resulting in massive trade deficits RECYCLED
  MONEY
• Our nation and local communities must maintain a
  balance of payments to maintain our standard of
  living
• Industrial plant closures have devastating impact

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Economic solution

• Our nation is dependent on offering something in
  exchange for goods and services to be acquired
• To preserve our standard of living and security
  we must ensure U.S. industry remains strong
• Expanding the technology base through
  professional graduate engineering education is
  the key to future prosperity
• This is accomplished using expertise and
  creativity of working professionals within
  industry in collaboration with academia to
  develop the US Engineering Workforce for
  competitiveness

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Professional Education for Engineers The New
Challenge

• US graduate engineers and technologists in the
  domestic engineering workforce must be provided
  the opportunity for a new type of professionally
  oriented graduate education throughout their
  professional careers

The vast majority of engineering innovations are
needs-driven and market-focused (requiring
purposeful engineering creativity, engineering
problem-solving, and responsible leadership)
occurs within industry
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Professional Education for EngineersThe New
Challenge
A review of 30 prominent programs in engineering
and technology management reveals that the
engineer-leaders program is unique in that

• Formulated by a collaborative of industry and
  universities - specific to the needs of the U. S.
  engineering workforce
• It leverages the resources of industry with
  resources of universities to enhance the U.S.
  engineering workforce
• The curriculum supports the skill sets
  development required of the practicing
  professional engineer throughout his or her
  career, from entry level through chief engineer
• The centerpiece of the curriculum is a technology
  development project with participants company
• It fosters technology development within the U.
  S. and develops world class engineer-leaders
  simultaneously

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Professional Education for EngineersThe New
Challenge
Engineering Profile - Employment
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Professional Education for EngineersThe New
Challenge
Engineering Profile - Function
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Professional Education for EngineersThe New
Challenge

• Undergraduate Education
• Context of Design
• Rudiments of Design
• Manufacturing Processes
• Engineering Problem Solving
• and Analysis
• Rudiments of Management
• Communication Skills
• Natural Sciences
• Mathematics

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Professional Education for EngineersThe New
Challenge

• Advanced Professional Education
• Context of Technology Leadership
• Policy Making and Value Judgment
• Program Making and Strategic Thinking
• Problem Finding and Visualization
• Professional Leadership of Multidisciplinary
  Groups
• for Needs-Driven Collaborative Creativity
• Professional Responsibility
• Creative Problem Solving, Systems Thinking,
• and Innovation in Engineering Practice
• Technical Competence (gained through Advanced
  Studies
• and Experience in Engineering Practice)
• I II III IV V VI VII VIII IX

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Professional Education for Engineers The New
Challenge

• Industry cannot provide total funding for this
  reform
• University, industry and governmental partnership
  is required
• It is not an either / or between engineering
  research and practice
• Creation of NEW technology is industrys
  day-to-day practice driven by real needs
• Graduate university education system has driven
  success of US economic engine other nations are
  now developing same structure

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Professional Education for Engineers The New
Challenge

• New Models for professionally oriented graduate
  education must be created and implemented that
  better support the lifelong development needs of
  the graduate engineering workforce.

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A New Model of Graduate Education

• A model for systemic change of graduate level
  engineering education to enhance the US
  engineering workforce.
• An model that is pedagogically grounded in
  contemporary learning theory and that promotes
  strong collaboration between industry and
  academia.
• A model that is driven by objectives and outcomes
  coupled to rigorous assessment.

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Industry - based Project/Problem Curriculum for
Innovation

• Historical Precedent
• National Board Certification in Education
• Medical Professional Practice
• Problem/Project-based Learning Success
• Pedagogy and Assessment
• A perspective of projects as a vehicle for
  learning, not just demonstration of previously
  learned materials
• Project learning objectives, outcomes, and
  assessment through industry-university
  collaboration.
• Assessment rubric developed to evaluate the new
  model.
• Demonstration of learning well documented (e.g.
  portfolios)

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Professional Education for Engineers The New
Challenge

• The United States is in a long-distance race to
  retain its essential global advantage in Science
  Engineering human resources and sustain our
  world leadership in science and technology, said
  NSB Chair Warren M. Washington. For many years
  we have benefited from minimal competition in the
  global S E labor market, but attractive and
  competitive alternatives are now expanding around
  the World. We must develop more fully our native
  talent.

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Professional Education for Engineers The New
Challenge

• Engineering is a creative profession, concerned,
  with the combining of human, material and
  economic resources to meet the needs of society
  for the advancement and betterment of human
  welfare.
• National Collaborative Task Force
• September 19, 2003

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Professional Education for Engineers-The New
Challenge

• The result will be the simultaneous development
  of innovative technologies in industry and
  engineering leadership

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Professional Education for Engineers-The New
Challenge

• Questions and Discussion by you!

Presentation slides developed by the
Collaborative team and organized by Joseph P.
Tidwell, 2004
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Professional Education for Engineers-The New
Challenge

• Just The Beginning

Presentation slides developed by the
Collaborative team and organized by Joseph P.
Tidwell, 2004
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Professional Education for Engineers-The New
Challenge

• Appendix A
• A Sample of A Program

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Professional Education for Engineers The New
Challenge

• This is the only program in the nation designed
  to
• create and develop professionals from entry level
  through chief engineer level

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Chief Engineer Track Objectives

• MISSION
• To improve program performance toward meeting
  enterprise and customers goals by developing
  critical chief engineer skills for leaders and
  potential leaders of programs and integrated
  product teams.
• GOALS
• Equip individuals with a common set of skills,
  knowledge, and standardized tools to improve
  technical management throughout the enterprise.
• Develop an identifiable resource of Certified
  Chief Engineers.
• Encourage the informal network of chief
  engineers.
• Provide training that is aligned with chief
  engineer development.

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Chief Engineer Track Focus

• Target population
• Engineers managing projects of varying scope
• Senior salary levels
• All disciplines
• Improvement in their knowledge of
• Individual Discipline Skills
• Design Process Principles
• Support Services
• Decision Making Problem Solving
• Robust Design Tools

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Areas of Concentration vs Years of Experience
Chief engineer
Executive leadership skills
Systems architect
Project management
Mid-management Professional skills
Career prep skills
Supply chain
Electronics
Software Eng
Focused skills
Roadmaps
Instrumentation
5
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Years of Experience
From Overview Presentation By David Lowery, Dr
John Robertson, Joseph P. Tidwell, JACMET, 2004
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Recommended Course Topics

• Curriculum Requirements
• Math Requirement
• Engineering Management Requirement
• Core Curriculum Requirements
• Systems Engineering
• Software Engineering
• Manufacturing Processes
• Engineering Disciplines - Electrical, Mechanical,
  Chemical, and Aeronautics
• Decision Making and Problem Solving
• Business Fundamentals - Finance, Marketing,
  Accounting, and Supply Chain
• Electives
• Determined for each of the engineering
  disciplines by the industry and university
  partnerships

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Centers or Institutes for Advanced Professional
Education for Engineering Innovation with
Industry to Enhance U.S. Competitiveness

• The Centers or Institutes would have the unique
  capability to provide high quality advanced
  professional education programs (practice
  oriented) that foster the innovative capability
  and professional development of the regional U.S.
  engineering workforce in industry through
• Providing undergraduate experience in technology
  development and innovation
• Professional Master of Engineering
• Professional Doctor of Engineering
• Professional Fellow of Engineering

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Professional Education for Engineers The New
Challenge

• Appendix B
• Supporting Documents

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Professional Education for Engineers- The New
Challenge

• The United States must define a coherent policy
  for graduate development of its domestic graduate
  engineering workforce whose professional careers
  are centered on creation, development and
  leadership of new and improved technology in
  Industry.
• it is a lack of adequate educational training
  rather than outsourcing that poses the greatest
  threat to future American prosperitythe better
  approach is to intensify efforts to increase the
  skills and knowledge of the U.S. Workforce.
• Allen Greenspan, Feb. 20, 2004

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Professional Education for Engineers The New
Challenge

• This is a bold initiative and an exciting new
  advancement in
• partnering professionally oriented engineering
  graduate education
• with the practicing engineering industry
  professional that will
• stimulate technological innovation and regional
  economic
• growth to improve global competitiveness.
• The United States could lose its preeminence in
  technology unless a new national innovation
  agenda is developed. (Council on
  Competitiveness)

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Professional Education for Engineers The New
Challenge

• Engineering is not science or even applied
  science. Whereas science is analytic in that it
  strives to understand nature, or what is,
  engineering is synthetic in that it strives to
  create. Our own favorite description of what
  engineers do is design under constraint.
• William A Wulf
• President
• National Academy of Engineering
• George M.C. Fisher,
  Chairman
• National Academy of
  Engineering
  
  Retired chairman, CEO Eastman Kodak

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Professional Education for Engineers The New
Challenge

• The enhancement of the academic professorate is
  important for research
• The enhancement of a strong US engineering
  workforce in industry is extremely important to
  our nations competitiveness, national security,
  and continued technological development and
  innovative progress for our nations welfare.
• Scientist discover what already exist
• Engineers create what has never been here
  before.
• Theodore VonKarman

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Professional Education for Engineers The New
Challenge

• Technological leaders remain economic leaders
  technological laggards become losers. (Lester
  Thurow)
• By the year 2010, NASA expects over thirty-five
  percent of Americas currently existing domestic
  engineering leadership base will have retired,
  causing a brain drain and a loss in US
  innovative capacity

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Professional Education for Engineers-The New
Challenge

• The United States of America must remain
  preeminent in creating new innovative
  technologies through engineering to enhance its
  economic prosperity, quality of life, and
  national security.
• To accomplish this, the US system of engineering
  graduate education must remain the worlds
  leader.

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Professional Education for Engineers-The New
Challenge

• Supporting Information Charts

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  Figure 3. Engineering Education Objective
the Well-Rounded Engineer - By Dr John
McMasters, AIAA Paper 2004.
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Professional Education for EngineersThe New
Challenge
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From AIAA Paper by Dr. John McMasters, 2004