Deconstructing Engineering Education Programmes: The DEEP Project to reform the mechanical engineering curriculum

Busch‐Vishniac, Ilene J.; Kibler, Tom R.; Campbell, Patricia B.; Patterson, E. A.; Guillaume, D. W.; Jarosz, Jeffrey P.; Chassapis, Constantin; Emery, A. F.; Ellis, Glenn; Whitworth, Horace; Metz, Susan Staffin; Brainard, Suzanne G.; Ray, Pradosh

doi:10.1080/03043797.2011.579590

Cited by 11 publications

(9 citation statements)

References 16 publications

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“…The preliminary result is 12-year-long clusters. 46 Additionally, ME can appeal to more students by addressing issues of social relevance and diversity in the field, for example, discussing people of all races/ethnicities and genders who have made advances in the field. 42 Hoh has compiled a list of outstanding women in ME and their achievements that may be helpful in this regard.…”

Section: Discussionmentioning

confidence: 99%

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

Orr

Lord

Layton

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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Section: Discussionmentioning

confidence: 99%

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

Orr

Lord

Layton

et al. 2014

International Journal of Mechanical Engineering Education

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“…Recently, there have been some attempts to revise engineering undergraduate curriculum to make engineering disciplines more capable of attracting and retaining students and to ease the severity of interlinking of courses in the curriculum. For example, in a project called "Deconstructing Engineering Education Programs", an attempt was made to offer greater flexibility to the students by reducing and reordering the prerequisite structure of the mechanical engineering undergraduate curriculum (Busch-Vishniac, et al, 2011). Eder & Hubka (2005) suggested that a curriculum or study plan should meet the educational objectives in a previously-articulated means through the choice of the educational material and the teaching constraints and regulations.…”

Section: Introductionmentioning

confidence: 99%

Quantitative evaluation of flexibility in undergraduate engineering curricula in the United Arab Emirates

Darwish

Qasim

2016

EJSTEME

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In academia, smooth progression of students significantly depends on the way curricula are developed and organized. Curricula or study plans with high degree of interconnectivity between courses, multiple prerequisites, and hierarchically structured courses tend to complicate the smooth progress of the enrolled students. In this work, a rigorous quantitative relaxation indicator, developed and published elsewhere by the first author, has been applied to quantify the degree of stiffness and rigidity in undergraduate engineering curricula at the American University of Sharjah (AUS), the

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“…This requirement has resulted in schools choosing various methods to reduce civil and environmental degree program requirements from 135-140 SCH to 120-125 SCH averaging approximately 130 SCH 3 . Strategies for maximizing remaining credit hours include: a) requiring entering students to have completed Calculus I and in some cases also Calculus II; b) cutting, removing or combining some general engineering courses (such as combining Statics and Dynamics into one 3 to 4 SCH course); c) treating Physics II and Electrical Circuits as essentially equivalent and requiring only one; d) eliminating or turning Numerical Methods and Finite Difference/Element courses into electives; and e) eliminating numerical methods topics from curricula due to the inclusion of industry standard software (ISS) packages such as MODFLOW (groundwater modeling), ANSYS (for structural analysis) and HEC-HMS (for hydrologic routing) 3,4,5,6 .…”

Section: The Impact Of Reducing Numerical Methods and Programming Coumentioning

confidence: 99%

The Impact of Reducing Numerical Methods and Programming Courses on Undergraduate Performance

Morse

Uddameri

et al.

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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Deconstructing Engineering Education Programmes: The DEEP Project to reform the mechanical engineering curriculum

Cited by 11 publications

References 16 publications

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

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

Quantitative evaluation of flexibility in undergraduate engineering curricula in the United Arab Emirates

The Impact of Reducing Numerical Methods and Programming Courses on Undergraduate Performance

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