Lifelong Learning Imperative in Engineering Summary of a Workshop (2010) / Chapter Skim
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2 Content of the Workshop
2 Content of the Workshop
Pages 5-18
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From page 5... ...
Dr. Cassel also addressed the certification of continuing education in the medical profession.
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From page 6... ...
Breakout sessions in the afternoon provided the opportunity for workshop participants to discuss the material presented in the plenary sessions. The workshop agenda can be found in Appendix B
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In today's world of rapid scientific and engineering advancement, the half-life of an engineer's technical knowledge is steadily reducing as the profession changes with time and new emerging fields. Lifelong learning can also help with job hunting (an important matter in this time of a slow economy)
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From page 8... ...
engineers change jobs every 4 to 5 years. The role of universities to answer today's needs is to offer new degree programs specialized to meet goals, offer courses in complementary fields, provide opportunities beyond the curriculum, and provide lifelong learning opportunities.
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While many of these questions resurfaced in the afternoon breakout sessions, the two key issues imbedded in these five questions above are: 1) what is the role of the federal government in assisting with the funding to establish a national framework and policy for lifelong learning; and 2)
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From page 10... ...
The breakout sessions met for 1½ hours and then reported back to the workshop as a whole. The individual sessions, all moderated by members of the Organizing Committee, were LLI Models and Program Structure, with Jim Porter as Moderator; LLI Content and Certification, with Phil Woodrow as Moderator; Cyber-infrastructure support for the LLI, with Pat Natale as Moderator; and the Organizational Support for the LLI, with Betty Shanahan as Moderator.
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From page 11... ...
Current framework for lifelong learning 2.2.1 LLI Models and Program Structure Participants in this breakout session addressed the issues of assumptions underlying current practices; learning needs of the engineer in the 21st century; unmet needs of the knowledge economy; relevant current practices; and a predictive model for fostering continuous improvement.2 Some of the ideas of individual session participants brought back to the workshop plenary include the following: To gain the level of support needed to make LLI a sustainable model for engineers the benefits should be better quantified. This includes defining the value to all relevant stakeholders (employers, employees, and the economy)
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From page 12... ...
2.2.2 LLI Content & Certification Participants in this breakout session addressed the issues of who determines, or what drives the content of lifelong learning for the engineer -- who provides it, who measures effectiveness; i.e., certifies it; limitations in current practice in the workplace; elements from current practice that are worth preserving; and a predictive model for fostering continuous improvement. 3 Some of the ideas and questions brought back to the workshop plenary by individual breakout session members include the following: 3 This breakout session was moderated by Phil Woodrow and included Rich Andrews, Susan Bailey, Henry Marcy, Roger McCarthy, Toni Marinilli, Kimberly Markiewicz, Frank Mayadas, Rick Miller, Steve Rottler, and Susan Zawislak.
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From page 13... ...
Similarly, how is this value-add demonstrated to all engaged stakeholders? 2.2.3 Cyber-infrastructure Support for LLI Participants in this breakout session addressed the issues of modalities of delivery for lifelong learning; the space-time limiting factor in distributed workplace learning; new learning models enabled by cyber-infrastructure; whether a new workspace model is needed for the 21st century; social impacts of on-line versus face-to-face learning models; and a predictive model for 13
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From page 14... ...
Sending people back to colleges will create an alienated generation; hence perhaps we should focus more on intrinsic rewards that drive productive inquiry and peer based learning as part of one's natural ongoing work 2.2.4 Organizational Support for LLI Participants in this breakout session addressed the issues of what current financial models exist; what human relations policies support lifelong learning for the engineer; what elements should be preserved; what organizational and personal culture supports lifelong learning in the 21st century; what management practices need to change to support lifelong learning in the workplace; and a predictive model for fostering continuous improvement. 5 Discussions included reports of what is already underway in large multi-national companies, and what else might be done to support and advance lifelong learning in these settings.
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From page 15... ...
Missing in the workshop discussion but necessary to consider: the implications of communities of interest in lifelong learning and also semi- and informal communities of practice; underemphasized university programs; and corporate universities structured around domains and competencies There was inadequate consideration of whether lifelong learning should be considered at a global, national, or state levels. Furthermore, insufficient attention was given to the role of international activities and to association such as the International Association of Continuing Education (IACEE)
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From page 16... ...
Perhaps, a workplace appropriately structured and augmented by access to cyberinfrastructure can be a powerful way to achieve sustainable lifelong learning. Some other observations made by presenters and participants included the belief that it is now clear that the engineering professional is no longer competing solely in a domestic market, but rather in a global economy.
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From page 17... ...
Several of the plenary speakers expressed the belief that it is now time to redefine lifelong learning to strengthen and expand the role of the engineer in the interest of increasing our country's global competitiveness.
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