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Owens Corning Fiberglas, Sandia National Labs, and Mississippi State University. Mark is a fellow in the American Society of Mechanical Engineers, American Society of Metals, Society of Automotive Engineers, and the American Association for the Advancement of Science. He has published over 500 journal articles, conference papers, books, and technical reports with a citation impact h-factor of over 70 with over 19,000 total citations; he has been invited to give over 150 lectures throughout the world, and has mentored over 200 graduate students and post-doctoral researchers.
CreationeeringTM is a new paradigm, or worldview, that integrates engineering and business practice for technological entrepreneurship from a biblical basis that was first presented last year in Horstemeyer, M.F., A. Adebayo, M. Jantomaso, J.L. Long, S. Burgess, and A. McIntosh, “CreationeeringTM: An Integrated Engineering-Business Paradigm for Technological Entrepreneurship from a Biblical Basis,” Creation Research Society Quarterly, Vol. 58, pp. 238-261, 2022. However, CreationeeringTM has not been discussed in a K-PhD framework. Different emphases arise in the K-12, undergraduate, and graduate level learning outcomes related to CreationeeringTM. The systems engineering steps of creationeeringTM include the following: design, analysis/synthesis, procurement/making, logistics, assembly, performance/function, sustainability, and death/recycling. The business aspects include the following: human personnel, finances, legal, sales/marketing, and management. The eight steps in engineering and the five aspects of business comprise the totality of creationeeringTM. The K-12 creationeeringTM educational program is broken down into units for elementary, middle school, and high school. It can either be taught as Science-Technology-Engineering-Math (STEM) classes or pure engineering. The undergraduate creationeeringTM curriculum aligns each course with each step in the creationeeringTM process to allow the student to clearly see where their class fits into the paradigm and matriculation sequence. Although single classes cannot include all of the creationeeringTM steps, the undergraduate competition teams include every aspect of the creationeeringTM steps. The graduate ceationeeringTM focus is on developing analysis tools in the context of the eight step engineering process and also on possibly developing a start-up company. Different examples are presented within each educational level with automotive crashworthiness being a continuous, longitudinal theme throughout as well. Although pieces of this wholistic paradigm have been encouraged and used in engineering programs throughout the USA, there has not been as a comprehensive K-PhD program designed yet. The creationeeringTM paradigm resolves this issue. The summary of creationeeringTM is the following: Create the science! Create the engineering product! Create the Intellectual Property! Create the business!...and its all based on the Bible!!!
creationeering, engineering, entrepreneurship
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Horstemeyer, Mark Fredrick
"CreationeeringTM: A K-12 Educational System That Integrates Engineering-Business from a Biblical Perspective,"
Proceedings of the International Conference on Creationism: Vol. 9, Article 37.
Available at: https://digitalcommons.cedarville.edu/icc_proceedings/vol9/iss1/37