Continuing Engineering Education Practices and Preferences

Charles E. Baukal

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Conference: 2018 ASEE Annual Conference & Exposition
Location: Salt Lake City, Utah
Publication Date: June 23, 2018
Start Date: June 23, 2018
End Date: July 27, 2018
Conference Session: Career Development for Engineering Professionals
Tagged Division: Continuing Professional Development
Tagged Topic: Diversity
Page Count: 15
DOI: 10.18260/1-2--30223
Permanent URL: https://strategy.asee.org/30223
Download Count: 414

Paper Authors

biography

Charles E. Baukal Jr. P.E. John Zink Co. LLC

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Charles E. Baukal, Jr. has a Ph.D. in Mechanical Engineering, an Ed.D., and Professional Engineering License. He is the Director of the John Zink Institute which offers continuing professional development for engineers and technicians. He has nearly 35 years of industrial experience and 30 years of teaching experience as an adjunct. He is the author/editor of 13 books on industrial combustion and is an inventor on 11 U.S. patents.

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Abstract

This paper will present the results of a survey of working engineers primarily in the energy sector on their formal continuing education practices and preferences. It will not consider informal training such as reading journals and trade magazines, attending conferences, and mentoring. The survey was given to approximately 80 engineers. The following demographic data was collected: • gender • age range • ethnicity (African American, Asian, Caucasian, Hispanic/Latino, other) • native country & language, length of time lived in the U.S. • highest engineering degree (B.S., M.S., Ph.D.) • highest engineering degree specialty (chemical, electrical, mechanical, etc.) • professional engineering license (yes or no) • primary position / role / function • employer type (industry, academia / education, government, non-profit, other) • years of working experience • employer type (e.g., industry, education, government, non-profit, other) • management role (non-supervisory, middle management, senior management) • total years of work experience Continuing education practices were collected: • number of courses taken each year • typical types of courses taken (e.g., technical; management; environmental, health & safety; legal/compliance, other) • what fraction of the courses are internally taught by the employer • what percentage of the courses taken each year are mandatory • what percentage of the courses taken each year are required by someone other than the employer (e.g., customers, licensing boards, government, etc.) • what percentage of the courses are taken for credit (college, Continuing Education Units, Professional Development Hours) • what percentage of the courses are taken outside normal working hours (e.g., nights, weekends, holidays) Continuing education preferences were collected: • if you could take more training each year, what type would it be (e.g., technical; management; environmental, health & safety; legal/compliance, other) • ranking of the participant’s preferred training delivery method (classroom, online, hybrid) The purpose of the survey is to determine what type of continuing education is currently being done in a particular industry and what would engineers prefer if they had their choice. This information is invaluable to those designing and delivering continuing professional development for engineers.

Citation
Format

Baukal, C. E. (2018, June), Continuing Engineering Education Practices and Preferences Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30223

TY  - CPAPER
AB  - This paper will present the results of a survey of working engineers primarily in the energy sector on their formal continuing education practices and preferences. It will not consider informal training such as reading journals and trade magazines, attending conferences, and mentoring. The survey was given to approximately 80 engineers. The following demographic data was collected:
•	gender
•	age range
•	ethnicity (African American, Asian, Caucasian, Hispanic/Latino, other)
•	native country &amp; language, length of time lived in the U.S.
•	highest engineering degree (B.S., M.S., Ph.D.)
•	highest engineering degree specialty (chemical, electrical, mechanical, etc.)
•	professional engineering license (yes or no)
•	primary position / role / function
•	employer type (industry, academia / education, government, non-profit, other)
•	years of working experience
•	employer type (e.g., industry, education, government, non-profit, other)
•	management role (non-supervisory, middle management, senior management)
•	total years of work experience
Continuing education practices were collected:
•	number of courses taken each year
•	typical types of courses taken (e.g., technical; management; environmental, health &amp; safety; legal/compliance, other)
•	what fraction of the courses are internally taught by the employer
•	what percentage of the courses taken each year are mandatory
•	what percentage of the courses taken each year are required by someone other than the employer (e.g., customers, licensing boards, government, etc.)
•	what percentage of the courses are taken for credit (college, Continuing Education Units, Professional Development Hours)
•	what percentage of the courses are taken outside normal working hours (e.g., nights, weekends, holidays)
Continuing education preferences were collected:
•	if you could take more training each year, what type would it be (e.g., technical; management; environmental, health &amp; safety; legal/compliance, other)
•	ranking of the participant’s preferred training delivery method (classroom, online, hybrid)
The purpose of the survey is to determine what type of continuing education is currently being done in a particular industry and what would engineers prefer if they had their choice. This information is invaluable to those designing and delivering continuing professional development for engineers.

AU  - Charles E. Baukal Jr. P.E.
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Continuing Engineering Education Practices and Preferences
UR  - https://strategy.asee.org/30223
DO  - 10.18260/1-2--30223
ER  -