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Engineering Overview

Engineering Overview. presented by William E. Kelly Professor Catholic University of America. Engineering Overview. Outline Body of Knowledge Engineering Drivers ABET Criterion 4 What Societies are Doing Approaches Instructional Materials Other technical Areas Summary.

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Engineering Overview

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  1. Engineering Overview presented by William E. Kelly Professor Catholic University of America

  2. Engineering Overview • Outline • Body of Knowledge • Engineering Drivers • ABET Criterion 4 • What Societies are Doing • Approaches • Instructional Materials • Other technical Areas • Summary

  3. Body of Knowledge • All University Graduates • All Engineering graduates • Engineering graduates in e.g. Electrical Engineering

  4. Engineering Drivers • ABET Accreditation • Criterion 4 - all fields of engineering • Program Criteria - Criterion 8 • Role of Engineering Societies in defining Criteria • Licensure • Certification

  5. ABET Criterion 4 Criterion 4. Professional Component The professional component requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The engineering faculty must assure that the program curriculum devotes adequate attention and time to each component, consistent with the objectives of the program and institution. Students must be prepared for engineering practice through the curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political.

  6. What Societies are Doing • ASME • IEEE • Others

  7. Approaches • Partnerships • Define knowledge base • General knowledge • General Engineering knowledge • Engineering Fields • Define best approach for learning - some thoughts • Web-based modules - see e.g. http://www.standardslearn.org • Case histories illustrating use of standards in design • Template showing faculty “how to” incorporate standards in design in different fields

  8. Instructional Materials • Body of knowledge • Basic • Advanced • Field specific • Educational “modules” • Case histories illustrating use of standards in design

  9. Other Technical Areas • Computer Science • Applied Science • Technology • two year • four year

  10. Summary • Approach for engineering undergraduates reasonably well defined • Opportunity to define body of knowledge that would be of use to all university graduates and general knowledge • Engineering societies, with industry input, could work together to define body of knowledge for all engineering fields • May not be substantially different from general BOK • Societies, with industry input, take the lead in defining body of knowledge for engineering graduates and later on for licensure.

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