ASME Vision 2030 -- Creating the Future of Mechanical Engineering Education Bob Warrington, Michigan...

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


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


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.


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


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


“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


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


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.


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/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


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


• 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’


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.


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


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


elements converge

engineering science

practice


elements converge

engineer. science

practice


elements converge

engin. scien.

prac


elements converge

eng. sci.

prac.


elements converge

e. s.

p.


elements converge

ET


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:

http://www.thomascook.com/images/catalog/accommodation/TC_Holiday_Live/North_America/USA/Florida/Gulf_Coast/Clearwater/Sheraton_Sand_Key_Resort/KTCH01L08_HS01.jpg






We prepare students to create the future

Institute for Interdisciplinary StudiesInstitute for Interdisciplinary StudiesInstitute for Interdisciplinary Studies



Pavlis

Holding out for Sustainability

Michigan Tech COE NewsletterSpring/Summer 2006

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