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ASME Vision 2030 -- Creating the Future of
Mechanical Engineering EducationBob Warrington, Michigan Tech, Speaker/PanelistScott Danielson, Arizona State, Speaker/Panelist
Karen Thole, Penn State, PanelistDick Smith, RPI, ModeratorJoe Rencis, U. of Arkansas
Distinguished Lecture SeriesASEE Annual MeetingLouisville, Kentucky
22 June, 2010
ASME Center for Education
1. Background – Building on recent significant work2. 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
ASME Center for Education
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
ASME Center for Education
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.
ASME Center for Education
Communications
2030 Engineering Graduates
Phase IIISupport
&Reward
Implementation
Phase IIAdvocateSpecificChanges
Phase IResearch
& Issues
Assessment
Global Feedback & Adaption
Accreditation Standards
Industry Feedback/Support
Academic Feedback/Support
Outline of today’s session
1.The case for substantial change in ME education2. Current assessment by engineering educators
and industry3.A Few preliminary recommendations4.Where does MET fit5.A few questions and input from the audience6.Discussion
ASME Center for Education
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
Curricula Change
ASME Center for Education
“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)
Drivers for Change
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
ASME Center for EducationDrivers for Change
The Big Picture
Sustainable Futures Institute
EnergySome consider it the greatest engineering challenge of this century
Note the dateNov. 1983
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
ASME Center for Education
Our Students are Creative and Inventive but not necessarily Innovative.
We also need:the Implementation of Invention …… Innovation
Innovation Requires Leadership
Drivers for Change
“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
ASME Center for EducationDrivers 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
ASME Center for EducationV2030 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.
ASME Center for EducationDrivers for Change
Closer to the ground … from the V2030 industry survey
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
ASME Center for EducationV2030 Industry Survey
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Business processesProject management
Engineering Codes and StandardsOverall systems perspective
LeadershipPractical experience (how devices are made/work)
Experiments (laboratory procedures)Design (product creation)
New technical fundamentals (new ME applications) Communication (oral, written)
Problem solving & critical thinking (analysis)Interpersonal/teamwork
Technical fundamentals (traditional ME subdisciplines)Computer modeling/analysis (software tools)
Information processing (electronic communication)
Not important for entry-level Weak - but not an entry-level concern
Weak - needs strengthening Sufficient. No ConcernsStrong Strong - but needs even more emphasis
Q4. Assessment of entry-level ME skills
ASME Center for EducationV2030 Industry Survey
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Business processesProject management
Engineering Codes and StandardsOverall systems perspective
LeadershipPractical experience (how devices are made/work)
Experiments (laboratory procedures)Design (product creation)
New technical fundamentals (new ME applications) Communication (oral, written)
Problem solving & critical thinking (analysis)Interpersonal/teamwork
Technical fundamentals (traditional ME subdisciplines)Computer modeling/analysis (software tools)
Information processing (electronic communication)
Not important for entry-level Weak - but not an entry-level concern
Weak - needs strengthening Sufficient. No ConcernsStrong Strong - but needs even more emphasis
Q4. Assessment of entry-level ME skills
ASME Center for EducationV2030 Industry/Academic Comparison
Not important for entry-level
Weak – but no concern
Weak – needs strengthening
Sufficient. No
Concerns Strong
Strong – needs more emphasis
Business Processes 14% 36% 29% (39%)
19% (17%)
1%(10%)
0.3%
Communications 0.3% 4% 52% (20%)
33%(28%)
9%(52%)
4%
Design (product creation)
2% 7% 34% (16%)
45% 29%)
11%(53%)
1%
Experiments - Lab 9% 6% 30%(9%)
44%(52%)
6%(39%)
2%
Leadership 6% 19% 29%(36%)
39%(29%)
6%(24%)
1%
Q4. MEDH Assessment of BSME CurriculaQ4. Industry Assessment of entry-level ME skills
(Note: Some values do not add to 100%; some respondents failed to provide a valid response)
ASME Center for EducationV2030 Industry/Academic Comparison
Not important for entry-level
Weak – but no
concern Weak – needs strengthening
Sufficient. No
Concerns Strong
Strong – needs more
emphasis
Overall systems 3% 14% 45%(47%)
34%(32%)
4%(16%)
1%
Practical experience (devices made/work )
1% 9% 59%(33%)
23%(41%)
6%(23%)
2%
Problem solving & critical thinking & analysis
1% 3% 36%(7%)
44%(33%)
14%(59%)
3%
Project management 12% 27% 33%(29%)
24%(44%)
3%(15%)
1%
Technical fundamentals
0.3% 1% 20%(3%)
53%(29%)
22%(68%)
3%
New technical areas 21% 15% 14%(40%)
40%(33%)
7%(6%)
0.5%
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
26%
16%
58%
No
Not sure
Yes
79%
9%
12%
YesNoNot sure
Is There Room?ASCE Articulated Professionalism
Perspective
Medicine
Law
PharmacyArchitectureAccounting
Occupational Therapy
Engineering
9
8
7
6
5
4
3
2
1
0
Yea
rs o
f F
orm
al E
duca
tion
1900 1920 1950 1980 2000 2010
Engineering
Engineering
For the most part these professions have meaningful continuing education REQUIREMENTS
BS degree + additional 30 semester hours
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.
n = 79
21%
17%
16%
36%
9%
Strongly Disagree
Disagree
Neutra l
Agree
Strongly Agree Industry 21% Yes
Industry 60% No
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….
ASME Center for Education5XME Sample #2
MIT WILL BE DESIGNINGTHEIR ME PROGRAM TO PRODUCE LEADERS ~8 YEARS OUT
ASME Center for Education
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
ABET Accreditation (too restrictive)
Administration Support (lacking)
Faculty buy-in (resistance to change)
Faculty expertise (lacking)
Funding (insuffi cient)
Faculty availabil ity (short staffed)
Faculty availabil ity (no time)
Not a barrier Moderate barrier Significant barrier
V2030 Academic Survey
Barriers to change…
A. Galip UlsoyC.D. Mote Jr. Distinguished University Professor and the William Clay Ford Professor of ManufacturingDepartment of Mechanical Engineering, University of Michigan, Ann Arbor, MI 48109-2125 USA
3/25/1030
Implementing 5xME: Two NSF funded Workshops
Workshop Recommendations (BS)1. Graduates of our mechanical engineering curricula pursue a
wide variety of careers, and curricula should be sufficiently flexible to prepare them accordingly.
2. 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.
3. 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.
A. Galip UlsoyC.D. Mote Jr. Distinguished University Professor and the William Clay Ford Professor of ManufacturingDepartment of Mechanical Engineering, University of Michigan, Ann Arbor, MI 48109-2125 USA
3/25/1031
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.
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).
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
n = 79
16%
20%
18%
34%
12%
Strongly Disagree
Disagree
Neutra l
Agree
Strongly Agree
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).
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
n = 79
19%
29%
19%
30%
3%
Strongly Disagree
Disagree
Neutra l
Agree
Strongly Agree25% of Industry currently prefers MS Hires versus41% BS, 27% feel that more MS Hires will be Needed in the future
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%).
A five-year baccalaureate in mechanical engineering, as the preferred preparation for entry-level engineering practice in the future.
n = 79
29%
40%
16%
9%
5%
Strongly Disagree
Disagree
Neutra l
Agree
Strongly Agree
ASME Center for EducationMany 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
ASME Center for EducationUniv. of Michigan 5XME Sample #1
Implementing 5xME:Implementing 5xME:Sample Curricula – Integrated DesignSample Curricula – Integrated Design
Problem Solving and Design Inverse Engineering Design concepts Systems engineering Case studies Modeling and simulation Research based 2 Capstone
Social Science Arts Humanity Business Economics Cultural Diversity Communication Interpersonal Psychology Elective
Core Engineering 1 Mechanics 1 Electronics 1 Transport 1 Materials 1 System and Controls 1 Instrumentation,
measurements & interface 2 Elective
ASME Center for Education
• 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
‘Practical experience’
ASME Center for Education
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.
ASME Center for Education
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
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
We prepare students to create the future
Institute for Interdisciplinary StudiesInstitute for Interdisciplinary StudiesInstitute for Interdisciplinary Studies
Institute for Interdisciplinary Studies
Institute for Interdisciplinary Studies
Pavlis
On Sustainability, Engineers Will Need to Lead Not Only Technically but Also
Socially, Politically, and EthicallyOur 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
A sustainable world will require that ALL inhabits are happy
ASEE Session 2305
Engineering Technology in 2030June 22, 2010
Scott Danielson, Ph.D., P.E.Chair, Engineering Technology Department
Arizona State University
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.)
roots of engineering technology
elements converge
roots of engineering technology
elements converge
roots of engineering technology
elements converge
roots of engineering technology
elements converge
roots of engineering technology
elements converge
engineering science
practice
roots of engineering technology
elements converge
engineer. science
practice
roots of engineering technology
elements converge
engin. scien.
prac
roots of engineering technology
elements converge
eng. sci.
prac.
roots of engineering technology
elements converge
e. s.
p.
roots of engineering technology
elements converge
ET
roots of engineering technology
elements converge
engineering technologyA broad spectrum of engineering education programs with a variety of educational approaches—ranging from two-year programs to master of science graduate programs. Graduates enter into careers as technicians (two-year program graduates) or engineers (four-year or masters graduates).
Programs incorporate significant engineering content. While the level of coverage varies, e.g., two-year versus four-year program, reduction to practice is important.
engineering technology
Two-year ET programs have been a factor in the perception of engineering technology programs as only producing engineering technicians.
This is unfortunately to the detriment of the perception of the B.S. ET level programs within the engineering education spectrum.
(following excerpts from ABET MET program criteria indicate the breath and diversity of degree programs and how graduates are employed)
. . . will prepare graduates with knowledge, problem solving ability, and hands-on skills to enter careers in the design, installation, manufacturing, testing, evaluation, technical sales, or maintenance of mechanical systems.
Baccalaureate degree programs must demonstrate that graduates can apply specific program principles to the analysis, design, development, implementation, or oversight of more advanced mechanical systems or processes.
. . . all programs must demonstrate an applied basis in engineering mechanics/sciences.
ET program characteristics
The criteria for engineering technology and engineering programs are very similar (even before harmonization). Criteria and outcomes for engineering technology and engineering programs map very closely, for instance program outcomes a-k. Example:ET: (d) -- an ability to apply creativity in the design of systems, components, or processes . . .
EGR: (c) -- an ability to design a system, component, or process to meet desired needs . . . .
ET program characteristics, a sample
engineering education
engineering technology
By the numbers …
222 campuses with et degree programs71 campuses with 2-yr et programs 151 campuses with 4-yr et programs
1912 largest et enrollment at 1 insitution6 schools with over 1000 et students31 schools with over 350 et students
et graduate programs can be robust, with enrollments approaching triple digits
(… and mechanical engineering technology enrollments are growing!)
fall 2009 data from ASEE
math and science fundamentals but degree of emphasis varies by type of program (calculus, physics, chemistry or life-based science as fits the program)
engineering science and theory included but with focus on application to solve engineering and technical problems
mastery of, and ability to apply, or adapt current engineering knowledge, techniques and tools
educational path to an engineering career with a good preparation for many of the common, practice-oriented engineering jobs in industry.
summary characteristics of et programs (B.S. programs)
engineering technology and Vision 2030 or other future of engineering education studies
strengths ET programs bring to the Vision 2030 educational goals:
practical experience (how things are made or work)
engineering application focus
product realization
basic structure very adaptable for inclusion of a professional spine
et aspirations
engineering technology needs to stretch and grow for 2030:
focus on larger systems communication abilities of students
(including basic email protocol!) reduce number of courses on classic topics
(why 2-3 thermal science courses)more global community perspectivesstronger emphasis on the process of product
designstronger emphasis on the critical thinking
(data analysis, criteria and constraints, etc.)leadership
there is always a need for action…
new initiatives:Adapt to recommendations of 5XME project
Common first year(s?) with engineering programs
work with engineering programs to strengthen engineeringeducation:Faculty resources
Balanced blend of practice and theory
external activities (what we need to do):Better understand global business practices and their impact on engineering
Improve pathways for et graduates into government agencies & industry
Professional registration (and voice in 4+1 or 4+2 debate)
engineering technology summary
• Broad spectrum of programs produce a wide diversity of graduates• Two-year programs distort the perception of four-year ET programs• Four-year are applied engineering programs• ABET accreditation requires classic a-k program outcomes• Four-year graduates typically obtain engineering position titles• ET programs have strengths that match with industry needs (practical
experience )• ET programs have strengths that fit the 2030 vision• ET needs to grow by re-envisioning technical content and context
o Communicationso Systems focuso Process of product design
QUESTIONS1. Most Mechanical Engineering Department Heads feel that there is a need for
substantial curricula change. What are the compelling reasons?2. Many studies (NAE, etc.) and the recent ASME's industry survey data indicated a
need for substantially more practice-based-learning in the curriculum. How should the engineering education community respond?
3. Mechanical Engineering Technology and Mechanical Engineering have co-existed since the 1970s, although recent trends have seen some Engineering Technology programs convert to Engineering programs. Is there a place for engineering technology in the engineering education spectrum? If so, what should it look like as an educational experience?
4. There appears to be little debate (recent ASME academic and industry surveys) that a different education is going to be needed for our engineering graduates to be globally successful and competitive. There is growing debate on how what this should be accomplished. What are your views?
5. The need to develop communication and leadership skills in our students is often cited as necessary for their success in the future. How should this be accomplished in a four year curriculum? How should this be accomplished in a four year curriculum? How do we make room for such content? How do we measure performance?
2011 International Mechanical Engineering Education
Conference
Sheraton Sand Key Resort
Clearwater Beach, FL
March 24 – 26, 2011
Conference Co-Chairs: Ken Ball, VirginiaTech and Hameed Metgalchi,
Photo Courtesy Of:
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We prepare students to create the future
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Holding out for Sustainability
Michigan Tech COE NewsletterSpring/Summer 2006
Discussion