Use of Professional Industry Interaction to Enhance Engineering Education
Publication: Journal of Architectural Engineering
Volume 20, Issue 3
Abstract
The Architectural Engineering Program at the University of Nebraska–Lincoln has benefitted from forming partnerships with professionals in the building design industry. These relationships have exposed students to industry professionals in various settings through the development of several architectural engineering programs. These programs give students firsthand, real-life learning experiences with the profession that many of them will pursue upon graduation to supplement their classroom instruction. In addition to the programs’ educational benefits, by involving industry in many facets of the academic program, networking experiences occur that benefit students by helping them to find future jobs and benefit employers by helping them to develop an understanding of the abilities of certain students prior to the recruitment process. Industry professionals interact with students in various ways, including providing graduate students with project advice, forming teaching partnerships, and participating in a student-mentoring program, an advisory committee, an interdisciplinary design project, and an industry-based graduate student program.
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References
Engineering News-Record. (2012). “The top 500 design firms.” 〈http://enr.construction.com/toplists/DesignFirms/001-100.asp〉 (Dec. 1, 2012).
Ronsse, L. M., Wang, L. W., and Waters, C. E. (2010). “Industry participation in the interdisciplinary team design project course of a master of architectural engineering program.” Proc., 2010 Midwest Section Conf. of the American Society for Engineering Education, Univ. of Kansas, Lawrence, KS.
Waters, C. E., Alvine, S., and Eble-Hankins, M. (2012). “Industry-experienced graduate student program: Innovative collaboration in architectural engineering at the University of Nebraska, Lincoln.” J. Archit. Eng., 61–63.
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© 2014 American Society of Civil Engineers.
History
Received: Jul 1, 2013
Accepted: Jan 13, 2014
Published online: Feb 17, 2014
Discussion open until: Jul 17, 2014
Published in print: Sep 1, 2014
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