Distance engineering degree

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.

In 1993, Dupont, GE Plastics, and Hutchinson Technology, Inc., along with 3M, formed the CEDP Consortium. The members of the consortium contributed funds in the form of a membership fee to acquire equipment and provide operating expenses. Participating faculty members also receive monetary compensation for additional workload. Twenty six leading companies, including Intel Corporation, Lucent Technology and Hewlett Packard, are participating in the program today. For more information, visit the CEDP World Wide Web site at http://www.und.nodak.edu/dept/sem. Figure 1 shows admissions data for the CEDP.

III. THE PROGRAM

This CEDP has the same objectives as the on-campus program and, for the most part, it requires the same course work. Students receive videotapes of the lectures given on campus on a regular basis, and submit the same homework assignments as on-campus students. All basic science and engineering subjects required for our on-campus curricula are available to CEDP students. The same exams taken by on-campus students are required of CEDP students, but are taken on-site through a company proctor. Semesterlong laboratory courses, however, are condensed; for every one semester credit of lab, there is a corresponding one week on-campus lab session. The regular laboratory exercises are performed by CEDP students and the required reports are expected.

The nature of industry students who already have some knowledge of engineering problems, design, and know-how from experience compelled us to create a mechanism for assessing a student's experiential and technical background in the field of engineering. This information enables us to establish an individualized curriculum plan for the CEDP student. Competencies in areas like engineering graphics, computer programming, communication, ethics and team work, to name a few, may fulfill the objectives of some traditional skill/broad-knowledge oriented courses. If identified effectively, duplication in developing these skills and basic knowledge can be avoided. In the Spring of 1996, we instituted Engineering 100: Professional Development, a one-credit course that requires the compilation of a portfolio.4,5 The required contents for the portfolio are given in table 1.

Via this course, CEDP students can save three to four semesters of classes depending on whether they were taking one or two courses each semester. We have decided to extend the same option to on-campus students who also have work experience that parallels course content. Based on the industry student's work experience in the "real world" of engineering. Table 2 lists the courses considered for exemption.

Students also follow the accepted university procedures for seeking credit for general education requirements which can be challenged through the College-Level Examination Program (CLEP) for credit. The rest of the program of study is identical to the oncampus program. Courses made available to the CEDP students have increased since 1988 (figure 2).