Constructivism: The learning theory that supports competency development of engineers for engineering practice and technology leadership through graduate education

This is the first of four papers prepared for a special panel session focusing on approaches and processes that represent the current insight into the way humans learn. It is particularly focused on how this knowledge is poised to guide professional graduate engineering education for creative engineering practice and leadership of technological innovation to enhance U.S. competitiveness. This panel session is a part of the evolutionary development effort being made to energize the members of the American Society of Engineering Education response to the urgency of engineering education reform, voiced by Wm. A. Wulf, president of the National Academy of Engineering in the American Society for Engineering Education (ASEE) 2002 Annual Conference's-Main Plenary Address¹. As the panel leadoff paper of this session it introduces Constructivism as the learning theory and process that is most efficient in the development of professional competence. And that effectively guides the philosophical frameworks or curriculum approaches that prepares engineering and engineering technology students at all levels for the execution of integrative functions that are particular to the requirements of industrial practice and systems operations and management. Constructivist learning approach can be crucial in the enablement of sitting professionals making the jump to the leading edge of the practice-focused engineering that requires massive constructed intellectual fusion. This paper raises fundamental questions that must be answered to design a complementary applications competent engineering workforce through the higher education processes to significantly increase the size of the pool of such engineers who are needed to meet the leadership requirements of modern industry and government.