A Topical Analysis of Mechanical Engineering Curricula

Journal of Engineering Education, Jul 2006 by Jarosz, Jeffrey P, Busch-Vishniac, Ilene J

V. ABET INFLUENCE

In engineering in general, there is a tight coupling between curriculum and ABET engineering accreditation. ABET's criteria for engineering accreditation reflect the thinking of the engineering professionals and academics who comprise its voting members. The ME curricula reflect the importance of having accredited programs. The consensus list permits us to consider the extent to which the two are coupled. To what extent do the BOK topics which appear in Table 2 map directly into the ABET engineering criteria? How commonly are ABET engineering outcomes found on the consensus list?

The eleven outcomes (Criterion 3) which apply to all engineering programs are as follows:

(a) an ability to apply knowledge of mathematics, science, and engineering;

(b) an ability to design and conduct experiments, as well as to analyze and interpret data;

(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability,

(d) an ability to function on multi-disciplinary teams;

(e) an ability to identify, formulate, and solve engineering problems;

(f) an understanding of professional and ethical responsibility,

(g) an ability to communicate effectively,

(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context;

(i) a recognition of the need for, and an ability to engage in, life-long learning;

(j) a knowledge of contemporary issues;

(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice [25].

Shuman, Besterfield-Sacre, and McGourty divide Criterion 3 into the five technical skills: a, b, c, e, and k; and the equally important professional skills: d, f, g, h, i, and j. The professional skills are important because of rapidly changing technology, corporate downsizing, outsourcing, globalization, student and professional mobility, and the social imperative [13]. Their importance has been stressed repeatedly at ASME international conferences [15].

Let us consider the general outcomes one at a time:

Outcome (a): Application of mathematics, science, and engineering relates to almost every topic on the high frequency list.

Outcome (b): Data analysis is on the consensus list or BOK, specifically required by six of the nine institutions we surveyed.

Outcome (c): Design methodologies arc required by all nine of the institutions surveyed. They require design in two or three different courses. This emphasis reflects the pre-2000 engineering accreditation requirement for a specific number of credits of design content, the ABET engineering outcomes, and numerous other recommendations for design in the engineering curriculum [26-31].

Outcome (d): Only three of the nine institutions require teamwork as a specific topic. One examines teamwork in a freshman engineering course, one in a product engineering course, and one in a senior project. Six institutions require capstone design projects, which may involve multi-disciplinary teams. However, merely requiring students to work on teams is not the same as structuring cooperation among them or providing instruction in team dynamics [32]. A study at the University of Nebraska at Lincoln found that although team projects were assigned frequently, only half the students received any training in teamwork, and most did not know the purpose of teamwork or the characteristics of an effective team [33]. Mismanagement of teams can have negative consequences, especially for women and minorities [34].