Economic impact for integrating constructivism, project-based learning and practice into high quality professional graduate education for engineers in industry to enhance corporate advantage and U.S. competitiveness in the global economy

J. M. Snellenberger; D. H. Quick; J. P. Tidwell; J. O'Brien; T. I. Davis; A. L. McHenry; J. W. Bardo; D. D. Dunlap; E. M. Deloatch; P. Y. Lee; H. J. Palmer; S. J. Tricamo; D. R. Depew; G. R. Bertoline; M. J. Dyrenfurth; D. A. Keating; T. G. Stanford

Economic impact for integrating constructivism, project-based learning and practice into high quality professional graduate education for engineers in industry to enhance corporate advantage and U.S. competitiveness in the global economy

J. M. Snellenberger, D. H. Quick, J. P. Tidwell, J. O'Brien, T. I. Davis, A. L. McHenry, J. W. Bardo, D. D. Dunlap, E. M. Deloatch, P. Y. Lee, H. J. Palmer, S. J. Tricamo, D. R. Depew, G. R. Bertoline, M. J. Dyrenfurth, D. A. Keating, T. G. Stanford

Mechanical and Industrial Engr

Research output: Contribution to journal › Conference article › peer-review

2 Scopus citations

Abstract

This is the fourth of four papers prepared for a special panel session of the National Collaborative Task Force on Engineering Graduate Education Reform focusing on new educational approaches and processes that better meet the development needs of the U.S. engineering workforce in industry to enhance global competitiveness. Further graduate development of the U.S. engineering workforce in industry is critical to the continuous improvement, invention, development, and innovation of new technology which is the engine for U.S. economic prosperity and competitiveness. This paper focuses on a unique model for workforce development that represents a significant advancement in professional graduate education extending through the professional masters, professional doctorate and fellow levels of engineering practice. This advancement in professional graduate education forms a new partnership for university-industry engagement for U.S. engineering workforce development that completes a missing piece of the process to better enable U.S. technological innovation which is long overdue. The impact of project-based learning on industrial innovation is evidenced. This model is designed specifically to support the on-site engineering process for continuous improvement and innovation in industry. It purposefully integrates postgraduate professional education for industry's employed engineers with on-site technology development projects that are chosen to be directly relevant to industry's continuous innovation needs and high-end engineering projects. The returns for enhanced corporate advantage generated through this unique model are measured as a matrix of increasing complexity of economic worth of on-site projects and of increasing human proficiency gained for leadership of technological innovation.

Original language	English (US)
Pages (from-to)	4869-4876
Number of pages	8
Journal	ASEE Annual Conference and Exposition, Conference Proceedings
State	Published - 2005
Event	2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World - Portland, OR, United States Duration: Jun 12 2005 → Jun 15 2005

All Science Journal Classification (ASJC) codes

General Engineering

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Snellenberger, J. M., Quick, D. H., Tidwell, J. P., O'Brien, J., Davis, T. I., McHenry, A. L., Bardo, J. W., Dunlap, D. D., Deloatch, E. M., Lee, P. Y., Palmer, H. J., Tricamo, S. J., Depew, D. R., Bertoline, G. R., Dyrenfurth, M. J., Keating, D. A., & Stanford, T. G. (2005). Economic impact for integrating constructivism, project-based learning and practice into high quality professional graduate education for engineers in industry to enhance corporate advantage and U.S. competitiveness in the global economy. ASEE Annual Conference and Exposition, Conference Proceedings, 4869-4876.

Snellenberger, J. M. ; Quick, D. H. ; Tidwell, J. P. et al. / Economic impact for integrating constructivism, project-based learning and practice into high quality professional graduate education for engineers in industry to enhance corporate advantage and U.S. competitiveness in the global economy. In: ASEE Annual Conference and Exposition, Conference Proceedings. 2005 ; pp. 4869-4876.

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title = "Economic impact for integrating constructivism, project-based learning and practice into high quality professional graduate education for engineers in industry to enhance corporate advantage and U.S. competitiveness in the global economy",

abstract = "This is the fourth of four papers prepared for a special panel session of the National Collaborative Task Force on Engineering Graduate Education Reform focusing on new educational approaches and processes that better meet the development needs of the U.S. engineering workforce in industry to enhance global competitiveness. Further graduate development of the U.S. engineering workforce in industry is critical to the continuous improvement, invention, development, and innovation of new technology which is the engine for U.S. economic prosperity and competitiveness. This paper focuses on a unique model for workforce development that represents a significant advancement in professional graduate education extending through the professional masters, professional doctorate and fellow levels of engineering practice. This advancement in professional graduate education forms a new partnership for university-industry engagement for U.S. engineering workforce development that completes a missing piece of the process to better enable U.S. technological innovation which is long overdue. The impact of project-based learning on industrial innovation is evidenced. This model is designed specifically to support the on-site engineering process for continuous improvement and innovation in industry. It purposefully integrates postgraduate professional education for industry's employed engineers with on-site technology development projects that are chosen to be directly relevant to industry's continuous innovation needs and high-end engineering projects. The returns for enhanced corporate advantage generated through this unique model are measured as a matrix of increasing complexity of economic worth of on-site projects and of increasing human proficiency gained for leadership of technological innovation.",

author = "Snellenberger, {J. M.} and Quick, {D. H.} and Tidwell, {J. P.} and J. O'Brien and Davis, {T. I.} and McHenry, {A. L.} and Bardo, {J. W.} and Dunlap, {D. D.} and Deloatch, {E. M.} and Lee, {P. Y.} and Palmer, {H. J.} and Tricamo, {S. J.} and Depew, {D. R.} and Bertoline, {G. R.} and Dyrenfurth, {M. J.} and Keating, {D. A.} and Stanford, {T. G.}",

year = "2005",

language = "English (US)",

pages = "4869--4876",

journal = "ASEE Annual Conference and Exposition, Conference Proceedings",

issn = "2153-5965",

publisher = "American Society for Engineering Education",

note = "2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World ; Conference date: 12-06-2005 Through 15-06-2005",

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Snellenberger, JM, Quick, DH, Tidwell, JP, O'Brien, J, Davis, TI, McHenry, AL, Bardo, JW, Dunlap, DD, Deloatch, EM, Lee, PY, Palmer, HJ, Tricamo, SJ, Depew, DR, Bertoline, GR, Dyrenfurth, MJ, Keating, DA & Stanford, TG 2005, 'Economic impact for integrating constructivism, project-based learning and practice into high quality professional graduate education for engineers in industry to enhance corporate advantage and U.S. competitiveness in the global economy', ASEE Annual Conference and Exposition, Conference Proceedings, pp. 4869-4876.

Economic impact for integrating constructivism, project-based learning and practice into high quality professional graduate education for engineers in industry to enhance corporate advantage and U.S. competitiveness in the global economy. / Snellenberger, J. M.; Quick, D. H.; Tidwell, J. P. et al.
In: ASEE Annual Conference and Exposition, Conference Proceedings, 2005, p. 4869-4876.

Research output: Contribution to journal › Conference article › peer-review

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T1 - Economic impact for integrating constructivism, project-based learning and practice into high quality professional graduate education for engineers in industry to enhance corporate advantage and U.S. competitiveness in the global economy

AU - Snellenberger, J. M.

AU - Quick, D. H.

AU - Tidwell, J. P.

AU - O'Brien, J.

AU - Davis, T. I.

AU - McHenry, A. L.

AU - Bardo, J. W.

AU - Dunlap, D. D.

AU - Deloatch, E. M.

AU - Lee, P. Y.

AU - Palmer, H. J.

AU - Tricamo, S. J.

AU - Depew, D. R.

AU - Bertoline, G. R.

AU - Dyrenfurth, M. J.

AU - Keating, D. A.

AU - Stanford, T. G.

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AB - This is the fourth of four papers prepared for a special panel session of the National Collaborative Task Force on Engineering Graduate Education Reform focusing on new educational approaches and processes that better meet the development needs of the U.S. engineering workforce in industry to enhance global competitiveness. Further graduate development of the U.S. engineering workforce in industry is critical to the continuous improvement, invention, development, and innovation of new technology which is the engine for U.S. economic prosperity and competitiveness. This paper focuses on a unique model for workforce development that represents a significant advancement in professional graduate education extending through the professional masters, professional doctorate and fellow levels of engineering practice. This advancement in professional graduate education forms a new partnership for university-industry engagement for U.S. engineering workforce development that completes a missing piece of the process to better enable U.S. technological innovation which is long overdue. The impact of project-based learning on industrial innovation is evidenced. This model is designed specifically to support the on-site engineering process for continuous improvement and innovation in industry. It purposefully integrates postgraduate professional education for industry's employed engineers with on-site technology development projects that are chosen to be directly relevant to industry's continuous innovation needs and high-end engineering projects. The returns for enhanced corporate advantage generated through this unique model are measured as a matrix of increasing complexity of economic worth of on-site projects and of increasing human proficiency gained for leadership of technological innovation.

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M3 - Conference article

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JF - ASEE Annual Conference and Exposition, Conference Proceedings

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Y2 - 12 June 2005 through 15 June 2005

ER -

Snellenberger JM, Quick DH, Tidwell JP, O'Brien J, Davis TI, McHenry AL et al. Economic impact for integrating constructivism, project-based learning and practice into high quality professional graduate education for engineers in industry to enhance corporate advantage and U.S. competitiveness in the global economy. ASEE Annual Conference and Exposition, Conference Proceedings. 2005;4869-4876.

Economic impact for integrating constructivism, project-based learning and practice into high quality professional graduate education for engineers in industry to enhance corporate advantage and U.S. competitiveness in the global economy

Abstract

All Science Journal Classification (ASJC) codes

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