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Evidence for Design of Mechanical Engineering Curriculum

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2019 ASEE Annual Conference & Exposition


Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Mechanical Engineering Division Technical Session 11

Tagged Division

Mechanical Engineering

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Alex C. Szatmary King's College Orcid 16x16

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Alex Szatmary teaches mechanical engineering in a new program at King's College, Wilkes-Barre. His scholarship in engineering education is driven by considerations that arise in new programs; so far, he has written about problems with the use of the Fundamentals of Engineering exam in curricular design and assessment, as well as sources of evidence to consider when designing mechanical engineering curriculum. In his technical research, he uses mathematical models to study how cells get to places in the body.

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Numerous sources of evidence can be used in design of mechanical engineering curriculum, from reports from large organizations, such as ASME’s Vision 2030, NAE’s Engineer of 2020, ABET Criteria, and NCEES’s exam specifications, to peer-reviewed journal articles, textbooks, handbooks, job advertisements, and contact with working engineers. Each source has different benefits and limitations. For example, reports from organizations are too broad to specify which textbook sections can be skipped without consequences. Therefore, a synthesis of numerous sources is necessary for design of an engineering curriculum. There is broad consensus that early-career mechanical engineers need more practical experience and better integration of technical and professional skills. There is less clarity on the value of any given technical topic. Even so, handbooks, working engineers, and job advertisements can support development of useful technical curriculum content.

Szatmary, A. C. (2019, June), Evidence for Design of Mechanical Engineering Curriculum Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32769

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