A Topical Analysis of Mechanical Engineering Curricula

Jarosz, Jeffrey P.; Busch‐Vishniac, Ilene J.

doi:10.1002/j.2168-9830.2006.tb00896.x

Cited by 19 publications

(12 citation statements)

References 21 publications

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“…A comprehensive program related to buildings, such as AE, may be vital in producing professionals with more comprehensive and integrated skills regarding building systems in the four-state region. Additional research similar to this study and that of other topical analyses of curriculum (Jarosz and Busch-Vishniac, 2006) is necessary to further identify the detailed BOK related to building-related curricula, an ideal course composition and sequence, and possibilities for developing an integrative building curriculum (Froyd and Ohland 2005). Further research will be needed to develop strategies on how to increase the student enrollment in bachelor's and/or higher degree paths in building-related programs, such as by engaging high school students in building-related higher education, or moving students in associate's degrees (accounting for nearly half of degrees offered in building-related programs) to bachelor's or higher degrees.…”

Section: Conclusion and Recommendationssupporting

confidence: 64%

Higher Education on Buildings: Case Study in the North Dakota Region

et al. 2017

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Because of the growing demand for local skilled professionals to improve the health, energy efficiency, and sustainability of residential and commercial buildings in North Dakota, this case study reports the current situation of higher education relating to buildings in the state's vicinity, including Minnesota, Montana, North Dakota, and South Dakota. In this region, 116 programs relating to buildings were found in 41 postsecondary institutions, and both their majors and courses were then studied with frequency lists. The frequency information was analyzed over nine sets of curriculum areas at both graduate and undergraduate levels for the four states. After the current state of buildings in North Dakota was investigated, strategies were then proposed to rectify current issues regarding higher education on buildings, including but not limited to forming a comprehensive and interdisciplinary program on buildings (e.g., architectural engineering), providing more graduate programs, developing more courses in areas that lack adequate coursework, and increasing student enrollment. These strategies will greatly promote the health, energy efficiency, and sustainability for new and existing buildings in the four-state region of Minnesota, Montana, North Dakota, and South Dakota.

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Section: Conclusion and Recommendationssupporting

confidence: 64%

Higher Education on Buildings: Case Study in the North Dakota Region

et al. 2017

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“…45 The Deconstructing Engineering Education Programs (DEEP) Project has specifically deconstructed the ME curriculum down to the course syllabus level at eight universities, to explore how it could be reconstructed to potentially be more attractive to underrepresented groups. The preliminary result is 12-year-long clusters.…”

Section: Discussionmentioning

confidence: 99%

Student Demographics and Outcomes in Mechanical Engineering in the U.S.

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et al. 2014

International Journal of Mechanical Engineering Education

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Using a dataset from universities in the U.S. that includes over 90,000 first-time-in-college students and over 26,000 transfer students who majored in engineering, this work describes the demographics and outcomes for students starting in and transferring into Mechanical Engineering (ME). This aims to inform the decision making of faculty, department heads, and deans. Although men consistently outnumber women in ME, the rates of matriculation and six-year graduation vary by race/ ethnicity and gender. Retention is higher in ME than in the aggregate of all engineering majors for Asian, White, and Black students, but not for Hispanic students. While about half of ME starters leave, most are replaced by switchers and transfers. Black males are noticeably absent from this 'replacement' population. Black males are also the least likely to stick with ME through graduation. Asian females are the most likely to graduate in ME. Pathways of ME starters and ME graduates are illustrated. Nearly half of all ME graduates started somewhere other than ME.Despite calls to diversify the engineering profession, 6,7 ME lacks diversity even compared to other engineering disciplines, 8,9 particularly with respect to gender,

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“…Communication skills essentailly denotes an interplay of linguistic norms set in a communicative context. It indicates a speaker's ability to interact technical knowledge on a specialized field with people (Bagarić&Djigunović, 2007;Jarosz & Ilene J. Busch-Vishniac., 2006;Louhiala-Salminen&Kankaanranta, 2011;Wenger, McDermott, & Snyder, 2002).…”

Section: Problem Statementmentioning

confidence: 99%