Implementation Of A Systems Approach For Curriculum Design

Abstract

Nowadays, engineering professional practice has reached a substantial level of sophistication distinct from the old practices, that reflected compartmentalization. This progress has came about by a better understanding of a Systems Approach, industry's wider acceptance of continuous improvement techniques and a faster search, acquisition, utilization, adaptation, and deployment of technological breakthroughs. Engineering has become more interdisciplinary and team-oriented than ever before. Industry has demonstrated and supporting this new practice by reorganizing members of engineering divisions into production teams which focus on new projects, products or processes. Professional engineering societies as well as the National Research Council and the Accreditation Board for Engineering and Technology are amenable in supporting attention to a call to new "Best Practices" for engineering from industry (i.e. elements of a constituency). However, in established engineering programs it has become a challenge to adapt to these suggested changes at a fast pace. One of the challenges is to provide a fast track to project/design engineering while providing the strong fundamental engineering education and solid preparation in design, analysis and evaluation in a four year program. However, it is to our advantage to meet the challenge, it is critical to the success of our engineering graduates in their professional careers to "hit the mark" and meet industry's expectations. While there is not a universal definition of design; it is paramount to realize that engineering design brings new products/processes/systems and subsystems to the specialized consumer or the global market seeking to improve health, well-being, safety, productivity, performance and cost.

Improving Teaching Technique For Outcome Based Fluid Mechanics Course At Aamu

“…To ensure student learning, all Mechanical Engineering courses outcomes are mapped to program outcomes at the curriculum level. SEAARK [3] teaching technique was adopted for all classes. SEAARK stands for knowledge (level 1); repetition (level 2); application (level 3); analysis (level 4); evaluation (level 5) and synthesis (level 6) in reverse order.…”