An Approach for Engineering Curriculum Revision to  Increase Coverage of Non-Technical Subjects

John Reisel

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 1
Page Count: 12
DOI: 10.18260/1-2--40518
Permanent URL: https://peer.asee.org/40518
Download Count: 406

Paper Authors

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John Reisel University of Wisconsin - Milwaukee

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Dr. John R. Reisel is a Professor of Mechanical Engineering and Secretary of the University at the University of Wisconsin-Milwaukee (UWM). In addition to research into engineering education, his efforts focus on combustion and energy utilization. Dr. Reisel was a 2005 recipient of the UWM Distinguished Undergraduate Teaching Award, a 2000 recipient of the UWM College of Engineering and Applied Science Outstanding Teaching Award, and a 1998 recipient of the SAE Ralph R. Teetor Educational Award. Dr. Reisel received his B.M.E. degree from Villanova University in 1989, his M.S. degree in mechanical engineering from Purdue University in 1991, and his Ph.D. in mechanical engineering from Purdue University in 1994.

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Abstract

As engineering education has developed over the years, the curriculum in engineering programs at most schools has become heavily dominated by technical engineering topics. While it is very important for engineering students to become well-versed in technical matters, concerns have been expressed by some in the engineering education community that students are not gaining an appreciation for non-technical topics that would improve their responsiveness as engineers with a broader view of the world and the role of their profession in that world. When faced with trying to create space in their undergraduate curriculum for new topics, engineering educators often use ABET accreditation requirements as a roadblock. But careful reading and consideration of the ABET criteria indicate that the criteria are not actually a roadblock to such changes for most schools.

This paper describes the approach taken by the Mechanical Engineering program in one public research university to open credits in their undergraduate curriculum. Initially the curricular redesign was done to reduce the number of credits students needed to take to graduate. As the process progressed it became apparent that substantial flexibility for the students could be built into the program while maintaining the integrity of the curriculum from an ABET viewpoint. Changes in the curriculum included revising the number of courses and order of courses for covering traditional mechanical engineering technical topics and relaxing the requirements for technical elective credits. As a result, students now have the flexibility to take more courses outside of engineering that are of interest to them, potentially allowing them to minor in a non-engineering discipline or to take a broad array of non-technical courses while graduating in the same period of time. Students choosing to do this on their own may gain a broader perspective on their role as engineers in society. A program taking a similar approach to free up credits could also use some of these credits to develop new courses specifically for engineers that explore more of the non-technical aspects of the profession and world, rather than relying on students to gain the broader perspective serendipitously.

While this is still a new curriculum modification, observations on the choices made by the first students encountering the curriculum are made. Such observations may help other schools considering such curricular revisions.

Citation
Format

Reisel, J. (2022, August), An Approach for Engineering Curriculum Revision to Increase Coverage of Non-Technical Subjects Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40518

TY  - CPAPER
AB  - As engineering education has developed over the years, the curriculum in engineering programs at most schools has become heavily dominated by technical engineering topics.  While it is very important for engineering students to become well-versed in technical matters, concerns have been expressed by some in the engineering education community that students are not gaining an appreciation for non-technical topics that would improve their responsiveness as engineers with a broader view of the world and the role of their profession in that world.  When faced with trying to create space in their undergraduate curriculum for new topics, engineering educators often use ABET accreditation requirements as a roadblock.  But careful reading and consideration of the ABET criteria indicate that the criteria are not actually a roadblock to such changes for most schools.

This paper describes the approach taken by the Mechanical Engineering program in one public research university to open credits in their undergraduate curriculum.  Initially the curricular redesign was done to reduce the number of credits students needed to take to graduate.  As the process progressed it became apparent that substantial flexibility for the students could be built into the program while maintaining the integrity of the curriculum from an ABET viewpoint.  Changes in the curriculum included revising the number of courses and order of courses for covering traditional mechanical engineering technical topics and relaxing the requirements for technical elective credits.  As a result, students now have the flexibility to take more courses outside of engineering that are of interest to them, potentially allowing them to minor in a non-engineering discipline or to take a broad array of non-technical courses while graduating in the same period of time.  Students choosing to do this on their own may gain a broader perspective on their role as engineers in society.  A program taking a similar approach to free up credits could also use some of these credits to develop new courses specifically for engineers that explore more of the non-technical aspects of the profession and world, rather than relying on students to gain the broader perspective serendipitously.  

While this is still a new curriculum modification, observations on the choices made by the first students encountering the curriculum are made.  Such observations may help other schools considering such curricular revisions.

AU  - John Reisel
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - An Approach for Engineering Curriculum Revision to  Increase Coverage of Non-Technical Subjects
UR  - https://peer.asee.org/40518
DO  - 10.18260/1-2--40518
ER  -