students studying the basics of engineering design. The authors inthis paper would discuss the results of the survey and recommended actions based on the survey.IntroductionHigher educational institutions have recognized and acknowledged their responsibility towardsachieving the goals of sustainability as they prepare the future engineers for the global world.Sustainability challenges all schools and universities to rethink their mission and vision torepresent themselves as the new generation school. With this in place most of the accreditingbodies have also included the ethical part of sustainability in the curriculum, which makes mostof the program to restructure and realign the curriculum, develop research programs, andredefine the student life
AgreeI applied knowledge ofmathematics, science andengineering.I designed and conductedexperiments, as well as analyzedand interpreted data.I designed a system, component,or process to meet desired needswithin realistic constraintssuch as economic,environmental, social,political, ethical, health andsafety, manufacturability, andsustainability.I functioned on multi-disciplinary teams.I identified, formulated, andsolved engineering problems.I fully understood professionaland ethical responsibilities.I communicated effectively.I used the broad educationnecessary to understand theimpact of engineering solutionsin a global, economic,environmental, and societalcontext.I recognized the need for life-long learning and I can engage init.I have been aware
extensive practical knowledge; c. an ability to conduct standard tests and measurements, and to conduct, analyze, and interpret experiments; d. an ability to function effectively as a member of a technical team; e. an ability to identify, analyze, and solve narrowly defined engineering technology problems; f. an ability to apply written, oral, and graphical communication in both technical and non- technical environments; and an ability to identify and use appropriate technical literature; g. an understanding of the need for and an ability to engage in self-directed continuing professional development; h. an understanding of and a commitment to address professional and ethical responsibilities
elements to besuccessful. These have to be based on realistic constraints imposed by each team as prescribed inABET student outcome c – where students design a system, component, or process to meet desiredneeds within realistic constraints such as economic, environmental, social, political, ethical,health and safety, manufacturability, and sustainability. The open-ended construction toyprojects used in this Rapid Prototyping and Reverse Engineering course accomplishes thisstudent outcome by incorporating the realistic constraints including the ones on economic,manufacturability, safety, environmental and sustainability. In these projects, ABET studentoutcomes a, b, d, e, g, h, and k are also addressed strongly. These open-ended constructionFigure
the socio-economic dynamicsand business culture globally even to succeed locally. Recognizing the need, many engineeringschools in the U.S. have started offering ethics and study abroad programs to their undergraduatestudents. Our research shows that selection of countries for study abroad programs have widenedsignificantly in the recent years. For example, in the nineties, the US Universities were offeringstudy abroad programs mostly in European and few other developed countries in the Asia pacificregion. In recent years, that list has grown significantly including many other countries aroundthe world like South Africa, Brazil, Russia, China, Chile, and India to name a few. This paperpresents a survey of select U.S. engineering schools
combinedelectrical and mechanical engineering technology major, with several courses related torenewable energy, energy conversion, green energy manufacturing and sustainability. Our maingoal is to create a highly skilled professional workforce ready to “hit the ground running” aftergraduation and also having most of the qualities of a “global engineer”, a critical thinker and aninnovator which is in total agreement with ABET criterion c (“an ability to design a system,component, or process to meet desired needs within realistic constraints such as economic,environmental, social, political, ethical, health and safety, manufacturability, and sustainability”)[7], [8]. During the past 8 years, our ET program developed courses oriented towards energyconversion
MATH 224 MultiVariable Calculus and Geometry I 5 EE 352 Introduction to Automation and Controls 4 PHYS 162 Physics with Calculus II 5 PCE 372 Introduction to Composites Materials and Processes 5 MFGE 333 Design for Manufacture 4 Fall ENGR 214 Statics 4 Fall MFGE 491 Project Research, Planning and Ethics 4 MATH 204 Linear Algebra
, processes and system design. These graduates will: PEO1. Attain a gainful employment in technical or leadership careers where they continue to enhance their knowledge in the Mechanical, Electronics, Industrial Controls and/or Manufacturing disciplines. PEO2. Attain an ability to work effectively in cross functional teams and communicate effectively in oral, written or visual forms. PEO3. Attain an awareness of ethical, professional, and social responsibilities in their professional lives and community services. PEO4. Attain skills necessary to engage in lifelong learning activities coupled with commitment to continuous improvement in their professional lives.Student Outcomes (ABET-ETAC Criterion
following ABET studentoutcomes: (a) an ability to apply knowledge of mathematics, science, and engineering; (b) anability to design and conduct experiments, as well as to analyze and interpret data; and (c) anability to design a system, component, or process to meet desired needs within realisticconstraints such as economic, environmental, social, political, ethical, health and safety,manufacturability, and sustainability. Each type of course module will be categorized into threedifferent levels, including freshmen (entry level), junior/senior (mid-level), and graduate students(advanced level). The course modules will cover both lecture and project. For manufacturingrelated material standards course module, the three levels include:1) Entry level
’ professionalknowledge so they could integrate new and appropriate material into secondary schoolcurriculum, and implement the gained knowledge into their classroom and/or laboratoryactivities. The targeted ISDs are either with high needs in rural areas, or serving a significantnumber of students from underrepresented groups. Pre- and post-program surveys gage thegained knowledge of the participating teachers while formative and summative interviews by aqualified external evaluator confirm if the objectives are met. A pair of teachers will work closely with a RET faculty member and his/her graduatestudents on a specific research project for six weeks in summer. An orientation to review safety,research methodology, ethics, and be familiar with research
generation of engineerswith ability to Conceive, Design, Implement, and Operate real-world entities by integrating acomprehensive set of personal and interpersonal skills, and process, product, and systembuilding skills with disciplinary knowledge [1-3]. Essentially, CDIO is promoting "learningby doing" and "project-based education and learning", and many experts and organizationsconsider this approach as the direction for engineering education development now and in thefuture [4-5]. For example, by taking product's life from research to utilization as its carrier,CDIO aims to enable students to study engineering through a proactive, personal, precision,and organic way, to develop student's engineering capability, professional ethics, academicand
faculty and students, e) Place a greater emphasis on teaching, f) Provide numerous, well-equipped facilities, and g) Produce graduates with more knowledge on materials and processes.Nelson4 analyzed inputs from directors of ABET accredited programs to identify key technicalcompetencies for manufacturing graduates. Among 264 competencies, the highest rankedcompetencies related to quality, communication, and personal ethics. Baird7 proposed alaboratory exercise to simulate mass production environment. Although such laboratory workwas more difficult to develop as compared to the traditional teaching practice, the benefits of theformer approach were numerous since it would: a) Simulate industry practice, b) Develop specific hard-skill and
year may provide a foundation that will solidify and integrate student’s education [8].III. Redesigning ‘Foundations of Engineering’ Course As evident from the literature review teaching should combine theoretical knowledge with practical skills, while understanding its social, cultural, and ethical implications on learning. This philosophy involves going beyond classroom-type, lecture- based education, and emphasize practical skills in real world projects. In general, first year engineering students are fascinated by how industrial products are made and are curios regarding novel methods for making products. Exposure to advanced manufacturing technologies and the need for integration of technologies from several
constraintssuch as economic, environmental, social, political, ethical, health and safety, manufacturability,and sustainability ”. The topic of sustainability has become part of corporate strategy, consumerchoice processes, university initiatives, engineering, and technology programs within thebusiness discipline7-11. We are moving toward more sustainable business practices and education, Page 26.716.3as a direct result of an increasing awareness of the significant green manufacturing, covering abroad spectrum, from development of green technology products, implementation of advancedmanufacturing and production technologies, and introduction of energy