NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Enabling a Strong U.S. Engineering Workforce for Leadership of Technology Development and Innovation in Industry: Setting a New Vision for Integrative Professional Graduate Education in Engineering Practice 1. Introduction This is the first of four papers prepared for a special panel session of the National Collaborative Task Force on Engineering Graduate Education Reform that is focusing on the deliberate advancement of professional engineering graduate education to enhance the innovative capacity of the U.S. engineering workforce in industry for global competitiveness. Founded in 2000, the National Collaborative Task Force is an initiative of the ASEE-Graduate Studies Division, Corporate Members Council, and College Industry Partnership Division. The National Collaborative is comprised of leaders from industry, academia, and government all coming together to advance engineering education for the practice of engineering in the national interest. This paper reports on the progress that the National Collaborative is making and it describes the transformation required in engineering education mandated by the new paradigm that has occurred in the practice of engineering for creating, developing, and innovating new, improved, and breakthrough technology as a systematic practice. The reform necessitates a new type of professionally oriented engineering education at the graduate level that better develops the innovative capacity of the U.S. engineering workforce in industry for competitiveness and that better supports the innovation skills required of engineers at all levels of leadership responsibility for technology innovation. 2. The New Economy ─ The Importance of Engineering to U.S. Competitiveness During the 20th century, America built its engineering preeminence and technological infrastructure for both civilian needs and defense purposes on its world-class capability for creative engineering practice in industry and mission oriented government service. Industry’s core engineering competence for creative technology development and innovation has been supported by a system of engineering education envied by other countries. But during the last decades a noticeable decline in U.S. technological competitiveness began to emerge that is now being correlated in part with challenges by other nations and with how we educate U.S. engineers at the graduate level for the professional practice of engineering in industry. 2.1 Challenges to U.S. Technological Leadership As the United States competes in the 21st century, it is facing new strategic environments for innovation. America is being challenged today as never before. Other nations are investing heavily in the development of their engineering workforce as a key ingredient to their success. As a consequence, the importance of developing the U.S. engineering workforce in industry is becoming a national priority to accelerate America’s thrust for technological innovation.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Enabling A Strong U.S. Engineering Workforce For Leadership Of Technology Development and Innovation In Industry: The Economic Multiplier of Skill-Set Development For Engineering Innovation and Leadership 1. Introduction This is the fourth of four papers prepared for a special invited panel session of the National Collaborative Task Force on Engineering Graduate Education Reform that is focusing on the purposeful advancement of professional engineering graduate education to enhance the innovative capacity of the U.S. engineering workforce in industry for global competitiveness. At the heart of America’s challenge to unleash its innovation capacity for competitiveness is recognition by industry of the worth of its core engineers. Whereas too many U.S. industries have been lost to foreign competition, many forward thinking technology-based corporations are not just surviving, they are thriving. These companies clearly recognize that their core engineers represent the creative intellectual capital necessary for success. These companies hire entry-level engineers for their potential to grow as contributors to the company’s technological progress. The National Collaborative Task Force believes that we, as a nation, can no longer afford either to view America’s engineers as a commodity or to consider their professional development as a fringe benefit. For U.S. industry to compete more effectively over the long-term, it must reassess the worth of its engineers as long-term contributors to and leaders of technology. But industry can not do this alone. American universities must re-invent their mission for professional education in collaboration with industry. This final panel paper summarizes the economic multiplier that can result from the National Collaborative initiative to purposefully advance professional engineering education centered on skill-set development for innovation and engineering leadership from entry-level though the highest leadership levels of the engineering profession. 2. The Global Picture of an Aerospace Company – A world of Impact Commercial jetliners have helped make the world a global village. This provides for the innovation and production of a new generation of products and services which fulfill the needs of a multi-national market of customers. The defense products are now produced by a multi-national collaboration of partners that have helped stem the major conflicts around the globe and assist in the protection of the movement for peace and freedom in many nations. The engineering and technology workforces have helped shape history and the world as we know it. This change continues to be on-going. One Aerospace company with an engineering and technology educated workforce of 157,000 culturally diverse people in 48 states spend more than $24 billion for supplies and materials from 29,000 business in the United States, and multi-billions more around the global supplier base. This provides for economic support to regions that requires additional workforces in engineering and technology to provide the innovation of the products for the world markets.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Enabling a Strong U.S. Engineering Workforce for Leadership of Technology Development and Innovation in Industry: Critical Skill-Sets for Mid-Career Development Leading to The Professional Doctor of Engineering 1. Introduction This is the third of four papers prepared for a special panel session of the National Collaborative Task Force on Engineering Graduate Education Reform that is focusing on the deliberate advancement of professional engineering graduate education to enhance the innovative capacity of the U.S. engineering workforce in industry for global competitiveness. Founded in 2000, the National Collaborative Task Force is an initiative of the ASEE-Graduate Studies Division, Corporate Members Council, and College Industry Partnership Division. The National Collaborative is comprised of leaders from industry, academia, and government all coming together to advance engineering education for the practice of engineering in the national interest. This paper describes the critical innovation skills, knowledge, qualifications, and experience factor that is required for mid - career development of engineers for effective engineering leadership of continuous technology development and innovation in industry at the technical program management level. It describes the framework and an integrative educational approach concurrent with engineering practice leading to the professional Doctor of Engineering for responsible engineering leadership of systematic technology development and innovation. 2. Professional Education for Engineers – The New Challenge for Industrial Innovation While the U.S. system of graduate education continues to set the world standard and sustains the preeminence of the U.S. scientific workforce for basic research at the universities, the National Collaborative Task Force is leading a major reform in professionally oriented engineering graduate education to enhance the innovative capacity of the U.S. engineering workforce in industry to retain U.S. preeminence in engineering practice for technology development and innovation to enhance competitiveness. 2.1 The Modern Practice of Engineering for Leadership of the Continuous Technology Development & Innovation Process in Industry A new paradigm of the practice of engineering for the creation (invention), design, development, and innovation of new / improved / breakthrough technology has emerged which is substantially different from that portrayed by science policy of 1945 for the development of technology. The reform of professional engineering graduate education is mandated by the new paradigm that has occurred in the practice of engineering for creating, developing, and innovating new, improved, and breakthrough technology as a systematic practice of engineering (Appendix A).

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Faculty Reward System Reform for Advancement of Professional Engineering Education for Innovation: Looking at Representative Criteria for Merit Promotion in Advanced Engineering Practice in Industry 1. Introduction This is the second of three invited papers prepared for a special panel session of the National Collaborative Task Force on Engineering Graduate Education Reform that is focusing on the criteria for merit promotion of engineers in practice in industry to set the stage for designing a new faculty reward system for faculty participating in the graduate level instruction of practicing engineers. This is complementary to the traditional research-oriented faculty reward system for advancement of professional engineering education. Using professional attainment guidelines in engineering practice for industry, government service, NSPE, and ASCE this paper sets the foundation for rethinking new unit criteria for professionally-oriented faculty at the nation’s colleges of engineering and technology. This paper describes how almost all engineers in industry now move ahead solely by merit pay increases and merit promotions by progressively increasing their abilities. It describes how engineers progress within a grade level, or from one grade level to another when capability is demonstrated, and not by seniority, or by cost-of-living increases. As such, the paper provides information for making a knowledgeable recommendation for a new unit criteria for faculty who teach, perform professional scholarship, and engagement oriented toward the creative practice of engineering, that should pattern and correlate closely with professional achievement criteria as put forth by the practicing engineering profession as a complement to unit criteria for research- oriented faculty. 2. The Professional Advancement Path for Engineers In modern, high technology industries, engineers are a necessary, and a valued resource. These engineers create (invent), design, develop, and innovate to produce new / improved / breakthrough technologies. Most of these engineers enter the industrial workplace with a Baccalaureate degree. They progress up the professional ladder to increased compensation, and higher pay grades as their capability is demonstrated by a progressive gain in their abilities, and not by seniority. The process of Lifelong Learning for these engineers in industry is very necessary since the engineering profession is not static, but continues to advance rapidly. This learning is composed of on-the-job learning, company provided training courses, single courses from universities (continuing education), and gaining advanced (postgraduate level) degrees. The day of across-the-board cost of living increases, and/or progressing up the ladder by seniority is in the past. See Appendix A for detailed descriptions of engineering job rankings by level, and a relation to academic levels.