This paper describes the course design and evaluation results for an online continuing education
program designed for working engineers. Engineering educators have long recognized the value of
reducing the gap between the classroom and work environments. Implementing experiential learning in the undergraduate classroom brings much needed context to engineering students who may otherwise lack these real-world opportunities. Continuing education programs face the opposite challenge, where educators strive to bring the course content to working engineers who are already enmeshed in real-world contexts. This program was designed for busy working professionals and contextualizes theoretical concepts of Finite Element Analysis (FEA) with practical application of digital engineering tools. Online delivery enables engineers to learn while remaining in the context of their work environment. The authors describe their collaboration process in the design of this continuing education course. Course survey results provide data to evaluate the course design and to better understand how this nontraditional audience uses continuing professional development courses to stay abreast of technological change. Learners indicated through their survey responses that the course was a positive experience and met their learning goals. However, most students did not continue with the multi-course certificate program and left the program after only one course completion. Higher education institutions are uniquely positioned to create courses and programs that aid this nontraditional audience, the engineering workforce, in adapting to continuously changing technology and engineering practice. This paper presents lessons learned and recommendations for engaging with the community of working engineers as continuing education learners.

DOI: 10.18260/3-1-1153-36045

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Emily Nutwell

Prasad Mokashi

Ann Christy