New PDF release: 18.Education

By John G. Webster (Editor)

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The programs must meet perceived needs and be relevant. They must be tailored to the abilities of the learner, and be cognizant of the learner’s previous background. Education for needed knowledge must be linked to project planning. If the provider is a university or other outside agent, then the planning must involve both, with due regard to issues of ownership of intellectual property, short life cycles of materials, and the rigidity of university calendars. Finally, the programs must be cost effective, even when viewed as investments.

While the need for continuing education has always existed, it takes on increasing importance in today’s world. It is generally agreed that knowledge is ever increasing, and that the challenge of keeping abreast of changes, while at the same time evaluating the information available, poses a significant challenge to everyone. Today’s engineer must be aware of changes in the practice of engineering close to her or his field, and must be aware of changes away from this field, as engineering is becoming more interdisciplinary.

The lines between these types of programs are not distinct. One program that has attracted engineers for 25 years or more is the University of Wisconsin Professional Development Program (4). Many universities offer continuing education events in conjunction with their degree programs, while others concentrate primarily on short courses. The faculty for the short courses may be the regular university faculty, or may be outside experts brought in for that purpose. Often the faculty is a mixture of these two types.

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18.Education by John G. Webster (Editor)


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