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There are many analogies between the development of education and industrial development in the United States during the 1900s. In both segments of our society the emphasis on quantity of output led to the use of ever more specialized tools and concepts with sub-optimization often reducing the overall output quality. More recently both education and industry, especially the manufacturing sector, have recognized the value added concepts of integration, i.e., applying a holistic approach to their operations. In so doing a new workplace has been defined, the “High Performance Work Organization” (HPWO) (1). The discussion of the effects this development has had on manufacturing of goods and services is left to other presentations in this conference. This presentation focuses on an example from education which illustrates how integration of experiential and academic activities has been set as the cornerstone of a new construct for engineering education.