Using The Asme Professional Practice Curriculum Within An Met Capstone Experience
- Conference
- Location
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Chicago, Illinois
- Publication Date
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June 18, 2006
- Start Date
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June 18, 2006
- End Date
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June 21, 2006
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Engineering Technology
- Page Count
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7
- Page Numbers
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11.1413.1 - 11.1413.7
- DOI
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10.18260/1-2--1246
- Permanent URL
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https://peer.asee.org/1246
- Download Count
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549
Paper Authors
Joseph Musto Milwaukee School of Engineering
Joe Musto is an Associate Professor and Mechanical Engineering Program Director at Milwaukee School of Engineering. He holds a B.S. from Clarkson University (Potsdam, NY), and an M.Eng. and Ph.D. from Rensselaer Polytechnic Institute (Troy, NY), all in Mechanical Engineering. His industrial experience includes
engineering positions with Eastman Kodak Company (Rochester, NY) and Brady Corporation (Milwaukee, WI). He is a registered Professional Engineer in the state of Wisconsin.
William Howard East Carolina University
William E.(Ed) Howard is an Assistant Professor of Engineering at East Carolina University. Prior to joining ECU, he was a faculty member and program coordinator at Milwaukee School of Engineering. Howard has fourteen years of industrial experience in design and project engineering functions. He received BS and MS degrees from Virginia Tech, and his PhD from Marquette University. Howard is a registered Professional Engineer in Wisconsin.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Using the ASME Professional Practice Curriculum Within an MET Capstone Experience
Abstract:
The Capstone Experience in an Engineering Technology curriculum provides an opportunity for students to integrate both technical and non-technical skills in the solution of a complex problem. As such, in addition to reinforcing skills and knowledge acquired in earlier coursework, it is an ideal point in the curriculum to address and assess the knowledge of students as it relates to contemporary issues in the profession, professional responsibilities to society, and the need for self-study and lifelong learning for professional success. It is traditional in many engineering and engineering technology programs to supplement the Capstone Experience with lectures on professional topics, such as the design process, reliability and safety in design, and intellectual property law. In this paper, a novel way to address these issues within a Mechanical Engineering Technology Capstone Experience is presented. The novel implementation makes use of the ASME Professional Practice Curriculum (PPC), a set of on-line “short courses” developed by ASME and available to the public at no cost. By integrating these “short courses” into the Capstone Experience, students can participate in a significant professional development experience that is beneficial to both their long-term career goals and their execution of their capstone project. In addition, the on-line self-study provides an ideal format for engaging the student in the type of lifelong learning required for professional success. In this paper, a model technique for integration of the ASME Professional Practice Curriculum into an MET Capstone Experience will be presented. Survey results from the implementation of the approach will be presented, validating the role of the PPC as a valuable tool for professional development and lifelong learning.
Motivation:
The capstone experience in an Engineering Technology curriculum is intended to “draw together the diverse elements of the curriculum and develop student competence in focusing both technical and non-technical skills in problem solving”1. The integrative nature of the experience lends itself to instruction, demonstration, and assessment of student performance with respect to some of the required non-technical “a-k” outcomes of an Engineering Technology program1, such as: • An ability to function effectively on teams (Outcome e) • An ability to communicate effectively (Outcome g) • A recognition of the need for, and an ability to engage in lifelong learning (Outcome h) • An ability to understand professional, ethical and social responsibility (Outcome i) • A respect for diversity and a knowledge of contemporary professional, societal, and global issues (Outcome j) In the Mechanical Engineering Technology (MET) Program at Milwaukee School of Engineering (MSOE), the Capstone Project course has been used a curricular point for both instruction and assessment with respect to these outcomes. The Capstone Project course is a 10- week effort; in addition to working on a specific project with a faculty advisor, students are also
Musto, J., & Howard, W. (2006, June), Using The Asme Professional Practice Curriculum Within An Met Capstone Experience Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1246
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