Memorandum Page 1 Design 4 Practice D4p Program For EGR 186

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Memorandum Design4Practice (D4P) Program To: EGR 186 Students From: EGR 186 Instructors Date: Fall Semester, 2015 Re: Seminar Requirement Write-Up From the Syllabus: Professionalism includes a particular skilled called life-long learning, and in many states, maintaining a P.E. license requires demonstration of continuing professional competency (CPC) by completing a number of professional development hours (PDHs). One particular qualifying PDH is attending a seminar or workshop that includes engineering content related to the licensee’s field of practice. To promote life-long learning (and CPC), all students are required to attend four (4) out-of class seminars before the last day of classes. These seminars may include any presentation on NAU’s campus: Engineering Seminar Series, CEFNS or NAU Career Development workshops/seminars, and other seminars/workshops on events.nau.edu.

If you have questions about the validity of an event, email your instructor BEFORE attending the event. You are required to submit a summary and reflection of each event; additional details will be posted to Bb Learn. The final opportunity to upload your write-up(s) is by midnight (11:59pm) on the last day of class (December 11). ï‚· Your submission MUST be uploaded to Bb Learn within a week of the seminar/workshop/event. ï‚· DO NOT wait to start attending seminars/workshops/events. We DO NOT guarantee there will be enough seminars/workshops/events within the last few weeks of classes. For each seminar/workshop/event, you must submit a 2-page document (1.15 spacing, 12pt. Times New Roman or Calibri font, saved as a PDF) containing: ï‚· Name, date, and location of the seminar/workshop/event ï‚· The link or attach a PDF of the email or promotional flyer. ï‚· A summary (approximately 1 page) of the content from the seminar/workshop/event. ï‚· A reflection (approximately 1 page) on how the content will be useful in your future engineering career related to: o Engineering Design, o Communication, o Teamwork, and/or o Professionalism. Your reflection does not necessarily have to include all 4 areas. ATT00001 image1.PNG image2.PNG ATT00001 ATT00002 image1.PNG image2.PNG image3.PNG

Paper For Above instruction

The emphasis on professional development and continuous learning is vital in engineering, both for licensure and for maintaining competencies relevant to the rapidly evolving technological landscape. The memorandum from the EGR 186 instructors at NAU underscores the importance of engaging students in meaningful experiential learning through seminars and workshops, fostering skills that are critical for successful engineering practice including engineering design, communication, teamwork, and professionalism. This paper explores the significance of these activities, their integration into engineering education, and the benefits they confer on students’ professional growth.

Professionalism in engineering encompasses more than technical expertise; it involves a commitment to lifelong learning, ethical standards, and effective communication. Licensing bodies, such as state engineering boards, often require continuing professional competency (CPC) credits to ensure engineers stay current with industry advancements. Attendance at seminars and workshops provides a vital avenue for earning Professional Development Hours (PDHs) necessary for license renewal in many jurisdictions. By participating in these activities, engineering students cultivate an ongoing learning habit that aligns with the ethical responsibilities and standards of the profession.

The memorandum recommends that students attend at least four seminars outside of class time before the semester ends. These seminars can vary widely, including university-organized Engineering Seminar Series, career development workshops, or other relevant events. The diversity of options affords students flexibility to select topics aligned with their interests and career goals. Moreover, attending these sessions helps students cultivate essential skills beyond classroom learning—such as applying engineering principles in real-world contexts, developing communication strategies, working effectively in teams, and understanding the professional responsibilities that underpin engineering practice.

Engagement in seminars and workshops also promotes soft skills crucial for career advancement. Effective communication, whether through presentations, reports, or discussions, is fundamental in conveying complex technical information clearly and persuasively. Similarly, teamwork skills are often exercised during collaborative activities within seminars, reflecting real-world engineering projects that require coordination among diverse groups. Furthermore, practical knowledge gained from seminars enhances students’ ability to implement engineering design solutions thoughtfully and ethically.

The requirement to prepare a two-page report—comprising a summary and reflection—encourages students to thoughtfully process and internalize learning experiences. Summarizing the seminar content ensures active engagement, while reflecting on its relevance emphasizes the importance of connecting theoretical knowledge with professional application. Reflection prompts students to consider how the topics discussed can be integrated into future projects, communication strategies, team interactions, and professional conduct.

Overall, integrating seminar participation into engineering education bridges the gap between academic concepts and real-world application, fostering the development of well-rounded, ethically responsible engineers. Such experiential learning supports lifelong learning and professional growth, ultimately contributing to the engineer’s ability to adapt to a dynamic professional landscape. By fulfilling these requirements, students demonstrate their commitment to professional excellence, continuous improvement, and readiness to meet industry challenges.

References

• American Society of Civil Engineers. (2017). Code of Ethics. ASCE.
• ABET. (2020). Criteria for Accrediting Engineering Programs. Accreditation Board for Engineering and Technology.
• National Society of Professional Engineers. (2020). Engineering Code of Ethics. NSPE.
• Larson, R. E., & LaFasto, F. M. J. (1989). Teamwork: What Must Go Right/What Can Go Wrong. Sage Publications.
• Trigg, R., & Winter, P. (2012). Effective Communication Skills for Engineers. Pearson.
• Hunkins, F. P. (2014). Lifelong Learning in Engineering: An Essential Professional Practice. Journal of Engineering Education.
• Fellows, R., & Liu, S. (2016). Professional Development in Engineering: Strategies and Tools. Wiley.
• Engineering Accreditation Commission. (2013). Engineering Accreditation Commission Criteria for Accrediting Engineering Programs. ABET.
• Oakes, P. (2009). The Ethical Engineer: An Introduction with Case Studies. Routledge.
• Schwartz, B. (2004). The Paradox of Choice: Why More Is Less. HarperCollins.