scholarly journals Practical Elements of Mechanical Engineering – An Enrichment to University Engineering Education

2015 ◽  
Author(s):  
Anthony G. Straatman
Keyword(s):  
Engineering Education ◽  
Mechanical Engineering ◽  
Practical Knowledge ◽  
Engineering Curriculum ◽  
Engineering Programs ◽  
Materials Engineering ◽  
Enrichment Program ◽  
Applied Arts

Practical Elements of Mechanical Engineering (PEME) is an enrichment program developed by the Department of Mechanical and Materials Engineering at Western University in collaboration with Fanshawe College of Applied Arts and Technology. The PEME program was developed mainly in response to the changing backgrounds of students entering university engineering programs, and to provide an opportunity for students to get exposure to practical courses in machining, welding, metrology, and other practical areas, which complement the traditional Mechanical engineering curriculum. The PEME program is thus a formal avenue whereby students have an opportunity to gain some additional practical knowledge of their profession.

scholarly journals Modeling Humanizing Education Through Newly Reviewed Materials Engineering Curriculum

2021 ◽  
Vol 9 (3) ◽  
pp. 63-79
Author(s):  
Norshahida Sarifuddin ◽  
Zuraida Ahmad ◽  
Ahmad Zahirani Ahmad Azhar ◽  
Hafizah Hanim Mohd Zaki ◽  
Amelia Wong Azman ◽  
...  
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Well Being ◽  
Engineering Programs ◽  
Academic Field ◽  
Materials Engineering ◽  
New Curriculum ◽  
Humanitarian Engineering ◽  
Definition Of ◽  
The University

In line with the current global focus on sustainability and the well-being of the planet, becoming a professional engineer nowadays requires more than simple mastery of technical skills. Considering that engineers are required to have a deep sense of responsibility not only for humankind but also for the environment, engineering education and practices must be reformed substantially to prepare engineers that will contribute to sustainable development. This necessitates updating conventional engineering programs (CEE) to incorporate Humanizing Engineering Education (HEE). Although HEE is an old practice of individual engineers and other organizations outside the academic field, it is relatively new in academic engineering. While the definition of what truly merits being considered HEE remains debatable, many engineers believe that their work involves a humanitarian aspect. To streamline the development of HEE, there is a need for developing guidelines and frameworks for a comprehensive model. Ideally, that framework should integrate humanizing pedagogy in the new curriculum design. The objective of the paper is to share the experience of the authors in designing a new curriculum for a Materials Engineering Programme (MEP) that is embedded with Humanitarian Engineering (HE), which is among the main elements of HEE. Data collection was through interviews, qualitative surveys, reports from the stakeholders, accreditation bodies and benchmarking with other Higher Learning Institutions (HLI). An extensive scholarly literature review was executed to identify shortcomings in CEE and how it could be reformed by integrating it with HEE. The Sejahtera Academic Framework (SAF); a strategic framework for academic programmes developed by the university, was used as a reference to customize MEP to better meet students’ needs. Since the proposed model applies a new emerging concept, it inevitably raises challenges related to different levels of understanding among course implementers and perceptions of external stakeholders. Moreover, the developers had to consider the limitations imposed by the university's policies and structures while acknowledging the availability of finite resources (i.e. time, money, equipment, and expertise).

Skill-Centered Syllabus for Undergraduate Mechanical Engineering Education

2006 ◽  
Author(s):  
Carlos F. Rodriguez ◽  
Alvaro E. Pinilla
Keyword(s):  
Higher Education ◽  
General Education ◽  
Engineering Education ◽  
Professional Education ◽  
Higher Education Policy ◽  
Mechanical Engineering ◽  
First Year Students ◽  
Engineering Programs ◽  
Credit Hours ◽  
High Standards

Recent changes in higher education policy in Colombia (South America) have forced educational institutions and universities to consider reducing undergraduate engineering programs from the traditional 5 or 6 years (170 credit hours) to four years (136 credit hours). This reduction is a worldwide trend, mainly due to a lack of financial resources supporting high standards of professional education. Additionally, institutions are restructuring their curricula to adjust to the broader spectrum of career development opportunities for the graduating engineer and the new challenges faced by practicing engineers. Also, engineering education in Colombia needs to adjust to Colombia's necessities as a developing country. In response to the above-mentioned circumstances, the mechanical engineering department of the Universidad de Los Andes (UdLA) has proposed a new mechanical engineering (ME) undergraduate syllabus. This paper summarizes the process undergone by the ME department of the Universidad de Los Andes to review our syllabus and propose alternative approaches. Our new ME syllabus applies a skill-centered approach structured by four priorities: 1) the primary professional role of an engineer is in project development, 2) the engineer needs an in-depth knowledge of the sciences (physics, chemistry and biology) and mathematics; 3) the engineer also needs a general education in the social sciences and arts and, 4) the engineer should master the core concepts of mechanical engineering. These four priorities agree with the US study of the Engineer of 2020. Our restructured syllabus evenly introduces these priorities early in the undergraduate ME program. Our ME Department implemented the new syllabus for first year students in January 2006. Positive results have already started to emerge. This article provides an overview of the higher education quality assurance system in Colombia and a description of the Universidad de Los Andes new ME syllabus.

Benchmarking the Integration of Complex Systems Study in Mechanical Engineering Programs in the Southeastern United States

2007 ◽  
Vol 35 (3) ◽  
pp. 256-270 ◽  
Author(s):  
Nadia Kellam ◽  
Michelle Maher ◽  
James Russell ◽  
Veronica Addison ◽  
Wally Peters
Keyword(s):  
United States ◽  
Complex Systems ◽  
Engineering Education ◽  
Mechanical Engineering ◽  
Southeastern United States ◽  
Engineering Programs ◽  
University Websites ◽  
Undergraduate Engineering ◽  
Undergraduate Engineering Education ◽  
The University

Complex systems study, defined as an understanding of interrelationships between engineered, technical, and non-technical (e.g., social or environmental) systems, has been identified as a critical component of undergraduate engineering education. This paper assesses the extent to which complex systems study has been integrated into undergraduate mechanical engineering programs in the southeastern United States. Engineering administrators and faculty were surveyed and university websites associated with engineering education were examined. The results suggest engineering administrators and faculty believe that undergraduate engineering education remains focused on traditional engineering topics. However, the review of university websites indicates a significant level of activity in complex systems study integration at the university level, although less so at college and department levels.

The Quality of Engineering Programs of Cebu Technological University as determined by its Performance in the Mechanical and Electrical Engineering Licensure Examinations

2015 ◽  
Vol 9 (1) ◽  
Author(s):  
JANUARIO FLORES JR.
Keyword(s):  
Engineering Education ◽  
Mechanical Engineering ◽  
Core Competencies ◽  
Electrical Engineering ◽  
National Standard ◽  
Engineering Programs ◽  
Licensure Examinations ◽  
College Of Engineering ◽  
Engineering Schools

Licensure examination performance provides an indication of the effectiveness of the curricular program to develop core competencies of students. The study aimed to evaluate the quality of Cebu Technological University’s engineering programs by determining the performance of its graduates in the licensure examinations from 2005 to 2012 and comparing it with the national standard. It also benchmarked its performance with that of the top four private engineering schools of Cebu. Source of data was the Professional Regulation Commission. The result of the study showed that there were no significant differences between the CTU College of Engineering’s performance in the licensure examinations of both Mechanical Engineering and Electrical Engineering as against the National passing performance. There were no significant differences between the performance of CTU and the performance of the top four engineering schools of Cebu in both Mechanical Engineering and Electrical Engineering. Based on those findings, it can be concluded that the performance of CTU College of Engineering in the licensure examinations is comparable with that of the national standard. It is also comparable with the performances of the top four private engineering schools of Cebu. It is effective in its curricular programs in engineering, competent to provide quality engineering education at par with the top engineering schools of Cebu and the rest of the nation, and capable of producing globally competent engineers.   Keywords - Engineering Education, licensure exam performance, quantitative, t-test, one-way analysis of variance,  Philippines, Asia

Enhancement of Mechanical Engineering Curriculum to Introduce Manufacturing Techniques and Principles for Bio-Inspired Product Development

2004 ◽  
Author(s):  
Hugh A. Bruck ◽  
Alan L. Gershon ◽  
Satyandra K. Gupta
Keyword(s):  
Engineering Education ◽  
Web Site ◽  
Mechanical Engineering ◽  
Building Blocks ◽  
Instructional Materials ◽  
Development Effort ◽  
Engineering Curriculum ◽  
Manufacturing Techniques ◽  
Manufacturing Technologies ◽  
Assembly Principles

Bio-inspired products and devices take their inspiration from nature [Gold00]. Current mechanical engineering curricula do not cover manufacturing techniques and principles needed to develop such products and devices. We have been enhancing the mechanical engineering undergraduate curriculum by integrating recent advances in the manufacturing of bio-inspired products and devices through the following activities: 1. Insert a new sequence of instructional materials on bio-inspired concepts into the mechanical engineering curriculum. 2. Disseminate the materials developed for the new modules and course notes through a dedicated web site. As a result of the curriculum enhancement, a new generation of mechanical engineers will acquire the knowledge necessary to develop products and conduct research for a wide variety of applications utilizing bio-inspired concepts. The project (1) integrates emerging manufacturing technologies based on biological principles into the Mechanical Engineering curriculum, (2) utilizes multi-media technology for disseminating course content, and (3) trains graduate students and faculty participating in its implementation in an emerging technology and thereby contribute to faculty development. Specifically, curriculum is being developed that discusses the following manufacturing technologies and principles: 1. Concurrent Fabrication and Assembly: Manufacturing techniques and principles, such as solid freeform fabrication, compliant mechanisms, and multi-stage molding, that can eliminate the manufacturing and assembly of individual components as is the case for almost all natural systems. 2. Self Assembly: Principles for manufacturing a variety of products from a few building blocks using bio-inspired techniques such as templating and supramolecular chemistry. 3. Functionally Graded Materials: Bio-inspired development of new products through the gradual variation of material properties at multiple length scales through manufacturing processes such as sputtering and powder processing. The curriculum development effort makes two significant contributions to mechanical engineering education: (a) integration of a new research on bio-inspired products and devices into the mechanical engineering curriculum through new courses and revision of existing courses, (b) development of new instructional material for mechanical engineering education based on bio-inspired concepts. There are also broader impacts in the following areas: (a) undergraduate students who might not otherwise puruse studies in mechanical engineering will be attracted to the multidisciplinary area of bio-inspired products, (b) dissemination of the curriculum enhancement through conference presentations, a workshop, and dedicated web site, and (c) a biologically-oriented pedagogical approach to mechanical engineering education that ensures broader access to the knowledge needed to enhance the interest and skills of future engineers and researchers educated through this research program.

scholarly journals Self Evaluation for Compliance with the 12 CDIO Standards

2011 ◽  
Author(s):  
George Platanitis ◽  
Remon Pop-Iliev
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
Learning Experience ◽  
Value Added ◽  
Engineering Ethics ◽  
Engineering Curriculum ◽  
Engineering Programs ◽  
Practical Applications ◽  
Self Evaluation ◽  
Engineering Program

Throughout the 1980’s and 1990’s, collaboration began between universities, industry, and government to improve the quality and state of engineering education. Their paramount goal was to provide better ways to help students become successful engineers, possessing the necessary technical skills and expertise, exhibiting creativity, and having awareness of social, lawful, ethical, and environmental impacts as related to their profession. Traditionally, engineering programs emphasized the theoretical aspects required, while placing little emphasis on practical applications. An approach that has been introduced to provide a better learning experience for engineering students and to educate them as well-rounded engineers to be able to develop complex, value-added engineering products and processes is the CDIO (Conceive-Design-Implement-Operate) approach. This approach has been adopted by several universities within their engineering departments. At UOIT, the Mechanical Engineering curriculum has been developed around and continually evolves to line up with the goals of CDIO in terms of course and curriculum offerings for core and complementary engineering design courses, science, math, communications, engineering ethics, and humanities courses. Herein, we present an evaluation of the Mechanical Engineering program at UOIT against the twelve CDIO standards.

scholarly journals Utilizing the CDIO syllabus to reveal CEAB Graduate Attribute Pathways in a Mechanical Engineering Curriculum

2018 ◽  
Author(s):  
Alexandra Meikleham ◽  
Robert Brennan ◽  
Ron J. Hugo
Keyword(s):  
Student Learning ◽  
Mechanical Engineering ◽  
Skills Development ◽  
Engineering Curriculum ◽  
Professional Skills ◽  
Engineering Programs

Many Canadian engineering programs offercourses through a pre-requisite approach: coursework,and therefore knowledge, is assumed to build throughout aprogram. The pre-requisite approach allows postsecondaryinstitutions to monitor the pathway a studenttakes throughout a program, and is assumed to be informedby knowledge journeys. In our experience, however, prerequisitesmay only be loosely based on scaffoldeddevelopment of student learning. Course pathwayssometimes place a greater emphasis on administrativeconvenience and historical relationships, rather thanreflect an up-to-date or meaningful developmental journey.These “pathways” appear to be particularly tenuous whenit comes to professional skills development, despite anincreasing emphasis on their importance (see Canada’sGraduate Attributes 6-12 (Canadian EngineeringAccreditation Board, 2017)). The pre-requisite model mayreinforce a bureaucratic approach to professional skillsdevelopment, inhibiting flexibility and innovation in coursedelivery by allowing administration, rather than learningoutcomes to guide student learning

scholarly journals FIRST-YEAR COMMON ENGINEERING CURRICULUM FOR THE BC POST-SECONDARY SECTOR

2018 ◽  
Author(s):  
Brian Dick
Keyword(s):  
British Columbia ◽  
Engineering Education ◽  
Degree Completion ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Programs ◽  
Post Secondary ◽  
Secondary Sector ◽  
Second Year ◽  
Consultative Process

Abstract – Demand for engineering education has grown in recognition of its importance to the provincial economy, while engineering education capacity continues to lag.  Engineering schools in British Columbia traditionally offer a common first-year of study that provides a foundation of science, mathematics, and engineering design before students specialize in second year. The British Columbia Council on Admission and Transfer (BCCAT) Engineering Articulation committee believed this transition served as a natural transfer point and undertook a year-long consultative process to establish the feasibility of developing a common, first-year engineering curriculum within the BC post-secondary sector. This study found that although there exists some diversity within the first-year engineering programs at accredited receiving institutions, sufficient curriculum overlap allowed for a sector-wide common first-year engineering curriculum. This proposed curriculum suggests a content framework for students in all regions of the province to begin the first year of engineering studies at their institution of choice, and subsequently transfer to any of the major research institutions for degree completion.  

A networked social change lab approach to re-imagining engineering education

2018 ◽  
Author(s):  
Brian Frank ◽  
Bob Brennan ◽  
Laurent Mydlarski ◽  
Stephen Mattucci ◽  
Deena Salem
Keyword(s):  
Social Change ◽  
Literature Review ◽  
Engineering Education ◽  
Collaborative Approach ◽  
Engineering Curriculum ◽  
Engineering Change ◽  
Engineering Programs ◽  
Research Activities ◽  
Curriculum Interventions ◽  
Network Approaches

This paper presents a literature review of social laboratory and network approaches to change, and describes a collaborative approach being implemented in some Canadian engineering programs to rethink the engineering curriculum. As part of the Canadian Engineering Education Challenge in the Engineering Change Lab, the institutions present some proposed curriculum interventions and proposed research activities.

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