development of an undergraduate distance learning engineering degree for industry--a university/industry collaboration, The

Journal of Engineering Education, Jul 1998 by Bengiamin, Nagy N, Johnson, Arnold, Zidon, Margaret, Moen, Donald, Ludlow, Douglas K

ABSTRACT

This paper documents the pioneering effort associated with the development of a Corporate Engineering Degree Program (CEDP) made available to industry personnel who desire to receive a traditional bachelor's degree via distance learning. This program, a model of a close university/industry collaboration, provides abroad vision for industry needs and makes a quality education available to adult learners. The paper explains the motivation in implementing the program, profiles students, faculty, and industry personnel, examines the challenges in implementing the program, and details accomplishments and continuing developments that have resulted since the program's inception in 1988. The paper also describes the dynamic processes of faculty enrichment and curricular development that resulted during the planning, implementation, and evolvement ofthe program, all of which have also had an impact on the traditional, on-campus program and students at the University of North Dakota.

I. INTRODUCTION

Recent developments in engineering education are defining a paradigm shift which seems to lend itself well to a changing student body and a revolutionary technology. The traditional approach of placing emphasis on teaching "theory and analysis" while relying on industry training for "grasping synthesis, developing practical skills, and understanding the enterprise" no longer accommodates industry needs. "Engineering science" must be complemented by "engineering know-how."1 Engineering design, team work, critical thinking, and effective communication are at the heart of the paradigm shift. This shift is renewing the vitality of engineering education and is challenging educators to prepare today's student for a more competitive working environment.

Advanced technologies are changing the means for transmitting knowledge to students. Use of computer-aided analysis and synthesis, advanced laboratory equipment, multimedia, and the World Wide Web invigorate the learning environment, promote learning interest, and enhance students' retention of knowledge.1-3

Distance learners are major beneficiaries of advances in technology. Asynchronous and synchronous delivery of knowledge continue to advance together to meet the needs of distance learners. Advances in technology not only affect teaching techniques, but also present the technologist with the challenge of acquiring more knowledge to be able to sustain this technology and continue to develop it. This underscores the growing need for distance learning in engineering education. It is conceivable that the economic strength of educational institutions could be seriously undercut if they ignore the needs of distance education and are lax in using advanced technologies.1

In 1988, the School of Engineering and Mines (SEM) at the University of North Dakota (UND) began the Corporate Engineering Degree Program (CEDP) for industry employees in the three disciplines of chemical, electrical, and mechanical engineering. The CEDP is an integral part of the on-campus program and it has the same educational outcome objectives. Twenty six companies are presently participating and more than 300 students are enrolled in the CEDP. Courses are delivered off-campus via delayed video and one to two week labs are conducted during the summer on the UND campus. It is believed to be the first undergraduate distance learning engineering program in the country. This innovative program is a model for university-industry collaboration in making engineering education accessible to a broad base of adult learners.

The majority of the students in the CEDP are immersed in the world of technology, have significant industrial experience, understand the enterprise, are know-how oriented, and are strongly motivated to advance themselves in their profession. They are well suited to the paradigm shift in engineering education, and they are most affected by advances in technology.

II. HISTORY AND MOTIVATION OFTHE CEDP

The SEM at the University of North Dakota is a land grant institution with a total undergraduate enrollment of about 700 students in five engineering disciplines: chemical, civil, electrical, geological, and mechanical. Although the school offers graduate M.S. and Ph.D. degrees, its mission is closely tied to quality undergraduate education. The undergraduate programs are traditional accredited engineering programs.

In response to a need for continued advancement in employee training, the 3M Company encouraged UND to develop a distance learning undergraduate degree program for its employees in the areas of chemical, mechanical, and electrical engineering. Up to that time, 3M had offered a non-degree program to company technicians for a professional development experience, but found that this was not sufficient in developing the credentials required of a professional engineer. Moreover, the CEDP grants a degree to individuals who can eventually seek registration as professional engineers.

Non-degree technical employees who have significant industrial experience are capable of assuming more responsibility, but are limited by their educational status and lack of formal training. Lack of a broad fundamental background in engineering hinders bringing a technician's industrial experience to its full engineering realization. Furthermore, industrial experience of technicians is usually focused while the engineering practice requires a broader background. Though these employees are highly motivated to pursue an engineering degree, they find it difficult to attend university courses due to geographical location and work schedules.