June 15, 2019
June 15, 2019
June 19, 2019
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. https://peer.asee.org/32769
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