1 / 69

1. Background – Building on recent significant work

jamal
Télécharger la présentation

1. Background – Building on recent significant work

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ASME Vision 2030 -- Creating the Future of Mechanical Engineering EducationBob Warrington, Michigan Tech, Speaker/PanelistScott Danielson, Arizona State, Speaker/PanelistKaren Thole, Penn State, PanelistDick Smith, RPI, ModeratorJoe Rencis, U. of ArkansasDistinguished Lecture SeriesASEE Annual MeetingLouisville, Kentucky22 June, 2010

  2. 1. Background – Building on recent significant work • 2. Grand Challenges & Opportunities – 21st century needs • 3. Changes in Industry and the ME Profession – What ME’s should know and be able to do • 4. Current Assessment of Mechanical Engineering Education • 5. Recommended Curricula and Outcomes for 2030 • 6. Advocacy and Action Agenda for Academic Change • - Academic Drivers/Impediments • - Industry Drivers/Support • - Government Drivers/Support • - ASME Drivers/Support • 7. Global Challenges, Opportunities and Leadership

  3. V2030 Project Goals • - Case for change • - Recommend improvements to the mechanical engineering and technology education curricula • - Provide ME/MET graduates with the needed expertise for successful professional practice, and • - Develop engineering leadership to solve technical and societal challenges

  4. Vision 2030 – Mechanical Engineering Education Project (Phase I) • ASME Foundation supported assessment of entry-level graduate skills and future needs in ME degree programs • Data and recommendations from100 ME departments and 1,000+ engineers & managers in industry • ASME Sustaining Innovation Proposal Submitted (Phase II) …. Drill-down research and advocacy. International validation.

  5. Academic Feedback/Support Industry Feedback/Support Phase IResearch& Issues Assessment Phase IIAdvocateSpecificChanges Phase III Support& RewardImplementation 2030 Engineering Graduates Communications Accreditation Standards Global Feedback & Adaption

  6. Outline of today’s session • The case for substantial change in ME education • 2. Current assessment by engineering educators and industry • A Few preliminary recommendations • Where does MET fit • A few questions and input from the audience • Discussion

  7. Background Thinking (50,000 foot-level) NAE, 2004, The Engineer of 2020 NAE, 2005, Educating the Engineer of 2020 NAE, 2008, Changing the Conversation NSF, 2007, The 5XME Workshop: Transforming ME Education and Research ASME, 2008 Global Summit on the Future of Mechanical Engineering Duderstadt, 2008, Engineering for a Changing World ASCE, 2008, Civil Engineering Body of Knowledge for the 21st Century Carnegie Foundation 2008, “Educating Engineers: Designing for the Future of the Field” ASEE 2009, “Creating a Culture for Scholarly Systematic Innovation in Engineering Education”, Phase I report CDIO Methods/Advocacy

  8. Curricula Change

  9. Drivers for Change “Either the engineering profession will broaden greatly or the society will suffer because the matching (between society and technology) will be too haphazard”… ”a greater engineering needs to evolve”…it will come to embrace much more of the issues at the technology-society interface.” Simon Ramo (NAE)

  10. Stanford Seeks to Create a New Breed of Engineers “We’re looking for kids who think of the world in terms of finding solutions to big problems, … we want to attract students who might have a wider world view” than those in the traditional math and science laden programs featured at the nation’s top technical schools…. Jim Plummer, Dean

  11. Drivers for Change The Big Picture

  12. EnergySome consider it the greatest engineering challenge of this century Nov. 1983 Note the date

  13. The engineering workforce as a whole, at least in the United States, has failed in certain areas. We have a growing energy crisis, global warming, unsustainable waste deposits, growing poverty, growing unrest, a global financial crisis and now a man made environmental disaster greater than any in recorded history. We can always look to others, the lawyers, politicians, and businessmen…the leaders… as the reason but has the engineering profession done enough, can we change the direction we are headed?……We had a chance in the late 1970’s and early 80’s ….Now is Our Time, A TIME FOR ENGINEERING LEADERSHIP

  14. Drivers for Change Our Students are Creative and Inventive but not necessarily Innovative. We also need:the Implementation of Invention …… Innovation Innovation Requires Leadership “Innovation occupies our attention today because the solution of almost every major problem is thought to depend on innovation. How will we raise the quality of life for every citizen? The answer is through innovation.” – Dan Mote, President, University of Maryland

  15. Drivers for Change Increased Professional Expectations • Engineering expertise will be required at a higher level than “routine” engineering (although large numbers of these engineers will continue to be needed). • Greater expertise in communications, leadership, and creativity will be required - innovation (but these topics are not typically a significant part of engineering curricula). New Knowledge and the Blurring/Widening of Disciplinary Boundaries The Grand Challenges & Unsustainable Growth – The State of the Planet….A Call for Engineering Leadership

  16. V2030 Industry & ME Department Surveys Four ME Department Head Forums, 2008-2010 Three Surveys of ME Department Heads (1) and engineering managers in industry (2) Total input to date MEDH’s from 100+ universities and over 1,000 engineering managers U.S. only….. So far.

  17. Drivers for Change About entry-level mechanical engineers …. ‘‘Afraid to get hands dirty and learn how products are made and assembled’,’, ‘have never disassembled and reassembled anything substantial’ - Practical experience ‘ Lack of ability to transfer engineering knowledge to practical problem solving’, ‘Knowing which problem to solve’, ‘Inability to get to the root of even basic problems’, ‘clueless as to what a reasonable answer should be to any computational question, instead they say – the computer says’  Problem solving Closer to the ground … from the V2030 industry survey

  18. V2030 Industry Survey Q4. Assessment of entry-level ME skills

  19. V2030 Industry Survey Q4. Assessment of entry-level ME skills

  20. V2030 Industry/Academic Comparison Q4. Industry Assessment of entry-level ME skills Q4. MEDH Assessment of BSME Curricula (Note: Some values do not add to 100%; some respondents failed to provide a valid response)

  21. V2030 Industry/Academic Comparison

  22. Q. In the foreseeable future, in order to accomplish their assignments and for your company to prosper, do you think mechanical engineers will need a greater amount of post-BSME coursework or training than is currently customary? Industry Department Heads

  23. Is There Room?ASCE Articulated Professionalism Perspective 9 8 7 6 5 4 3 2 1 0 Engineering Medicine Law Architecture Pharmacy Accounting Years of Formal Education Occupational Therapy Engineering Engineering For the most part these professions have meaningful continuing education REQUIREMENTS 2010 1950 1900 1980 2000 1920

  24. BS degree + additional 30 semester hours Industry 21% Yes Industry 60% No n = 79 An initial attempt is being made in the United States to increase the educational requirements from a BS degree to a BS degree plus the equivalent of 30 semester hours (this could be a masters degree) to obtain a professional engineer’s license.  Do you agree with proceeding in this direction over the next 5-10 years.

  25. Is there room in the Four Year ME curriculum for Leadership, Entrepreneurship, & Active, Discovery Based Learning? The Seering Study,MIT • Extensive Survey of the 30 Year Old Graduate • Half of the material taught is learned • Half of that material is forgotten • Their conclusion was that the MIT students graduated knowing and remembering about 25% of the material that was presented to them, and they had no control over what 25%. Probably the areas that interested them! A quick look at their data….

  26. 5XME Sample #2 MIT WILL BE DESIGNING THEIR ME PROGRAM TO PRODUCE LEADERS ~8 YEARS OUT

  27. V2030 Academic Survey Barriers to change…

  28. Implementing 5xME: Two NSF funded WorkshopsWorkshop Recommendations (BS) • Graduates of our mechanical engineering curricula pursue a wide variety of careers, and curricula should be sufficiently flexible to prepare them accordingly. • A professional (or design) "spine" in the curriculum, that offers engineering reasoning, engineering synthesis and other professional skills during all four years, is needed, rather than just a senior capstone design experience. • There was general agreement on the topics that constitute the fundamentals of mechanical engineering (see Section 3), and general agreement that only a first course should be required in each of those topics. Further study in each being delegated to electives.

  29. Implementing 5xME:Workshop Recommendations (BS) 4. The bachelors degree should introduce engineering as a discipline, and should be viewed as an extension of the traditional liberal arts degree where education in natural sciences, social sciences and humanities is supplemented by education in the discipline of engineering for an increasingly technological world. 5. This bachelors degree in the discipline of engineering can be viewed as the foundational stem upon which several extensions can be grafted: (1) continued professional depth through a professional masters degree in engineering, and (2) transition to non-engineering career paths such as medicine, law, and business administration. 6. The masters degree should introduce engineering as a profession, and become the requirement for professional practice. This is where educational institutions and professional societies can build an awareness of the profession, as opposed to producing graduates who view themselves merely as employees.

  30. A broader 4-year baccalaureate ME with a 5th year professional Master’s degree • Respondent are more agreement that a broader 4-year baccalaureate ME with a 5th year professional Master’s degree will prepare a student for entry-level engineering practice (46% agree versus 36% disagree). n = 79 A broader four-year baccalaureate in mechanical engineering, with a 5th year Professional Master's degree as the preferred preparation for entry-level engineering practice in the future

  31. A broader 4-year baccalaureate ME with a 5th year traditional Master’s degree • Respondent slightly disagree that a broader 4-year baccalaureate ME with a 5th year traditional Master’s degree will prepare a student for entry-level engineering practice (33% agree versus 48% disagree). 25% of Industry currently prefers MS Hires versus 41% BS, 27% feel that more MS Hires will be Needed in the future n = 79 A broader four-year baccalaureate in mechanical engineering, with a 5th year traditional Master of Science as the preferred preparation for entry-level engineering practice in the future

  32. A five-year baccalaureate in mechanical engineering • Respondent overwhelmingly disagree that a five-year baccalaureate in mechanical engineering is the preferred preparation for entry-level engineering practice in the future (69% versus 14%). n = 79 A five-year baccalaureate in mechanical engineering, as the preferred preparation for entry-level engineering practice in the future.

  33. Many choices for curricular structures Business as usual, with occasional introduction of new topics, “Change, The Enemy is Us”;  The professional school model; A more flexible bachelor’s degree with additional content at the master’s level; A pervasive practice-based curriculum with CDIO emphasis; A broader, multi-disciplinary and flexible curriculum meeting the general ABET criteria but no disciplinary program criteria; An engineering curriculum that integrates content, including the humanities and social sciences, and pervasive communication skills; A engineering systems-focused curriculum; A curriculum emphasizing globalization, quality of life issues, and solving society’s grand challenges; A curriculum emphasizing the business of engineering, leadership, entrepreneurship, innovation and creativity………. Or a combination of the above - Opportunity

  34. Univ. of Michigan 5XME Sample #1 • Social Science • Arts • Humanity • Business • Economics • Cultural Diversity • Communication • Interpersonal Psychology • Elective Implementing 5xME:Sample Curricula – Integrated Design • Core Engineering • 1 Mechanics • 1 Electronics • 1 Transport • 1 Materials • 1 System and Controls • 1 Instrumentation, measurements & interface • 2 Elective • Problem Solving and Design • Inverse Engineering • Design concepts • Systems engineering • Case studies • Modeling and simulation • Research based • 2 Capstone

  35. ‘Practical experience’ • strengthening the ‘practical experience’ component of the students’ skill set, • a significant portion of the curriculum needs to be dedicated to such activities. • In this case, the ME curriculum should contain a design/professional spine with significant design-build

  36. Design/Professional Spine • Professional skills such as problem solving, teamwork, leadership, entrepreneurship, innovation, and project management would be central features of the design spine. • These skills should be learned in the context of a structured approach to problem solving - problem formulation, problem analysis, and solution.

  37. Incorporation of Grand Challenges into Design Spine • ‘Grand Challenges’ can be incorporated as elements into the early design courses • Provides a context and engineering background for students • Indicates areas where mechanical engineers are needed to provide leadership in the development of innovative and sustainable solutions. • Seven challenges relevant to mechanical engineering students: • the environment, • energy, • health, • security, • multi scale systems, and • global collaboration. • quality of life

  38. Leadership • Technical • We do best at this • Entrepreneurial • The part of innovation that engineers are not as good at • Societal • All Levels of Government, Community, The Challenges and Sustainable Growth

  39. On Sustainability, Engineers Will Need to Lead Not Only Technically but Also Socially, Politically, and Ethically Our future engineers… Communications & people skills, business sense, a global perspective and an unparalleled understanding of our environment - a compassion and passion for our planet, ethics beyond the bottom line – not unlimited growth but sustainable growth, economic growth, but more importantly an equitable distribution of that growth…”Development means making People Happy”, a quote from from Lebert, Gaviotas A Village to Reinvent the World, Alan Weisman

  40. A sustainable world will require that ALL inhabits are happy

  41. ASEE Session 2305Engineering Technology in 2030June 22, 2010 Scott Danielson, Ph.D., P.E.Chair, Engineering Technology Department Arizona State University

  42. what does it mean to be engineering technology*? core engineering technology values: applied (hands-on) learning of engineering industry focused reduction to practice embedded within the engineering education spectrum (*presumption of engineering technology program accreditation by ABET Inc.)

  43. roots of engineering technology engineering science practice elements converge

  44. roots of engineering technology engineering science practice elements converge

  45. roots of engineering technology engineering science practice elements converge

  46. roots of engineering technology engineering science practice elements converge

  47. roots of engineering technology engineering science practice elements converge

  48. roots of engineering technology engineer. science practice elements converge

More Related