The Integration of Sustainability, Systems, and Engineering Design in the Engineering Curriculum at James Madison University

2011 ◽  
Author(s):  
Robert L. Nagel ◽  
Olga Pierrakos ◽  
Eric C. Pappas ◽  
Adebayo Ogundipe
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Liberal Arts ◽  
Engineering Science ◽  
Engineering Curriculum ◽  
James Madison ◽  
Sustainable Engineering ◽  
Curriculum And Pedagogy ◽  
Design Systems ◽  
Engineering Training

In order for our future engineers to be able to work toward a sustainable future, they must be versed not only in sustainable engineering but also in engineering design. An engineering education must train our future engineers to think flexibly and to be adaptive as it is unlikely that their future will have them working in one domain. They must, instead, be versatilists. The School of Engineering at James Madison University has been developed from the ground up to provide this general engineering training with an emphasis on engineering design, systems thinking, and sustainability. Students take courses in math and science, business and liberal arts, engineering science, sustainability, and design. In this paper, we discuss how sustainability is taught in a multi-context perspective through the School’s curriculum and pedagogy. We do not mean to present the School’s approach as an all or nothing model, but instead as a collection of approaches of which hopefully one or more may be appropriate at another university.

scholarly journals DESIGN DIRECTED ENGINEERING EDUCATION

2011 ◽  
Author(s):  
Ian Yellowley ◽  
Peihua Gu
Keyword(s):  
Engineering Education ◽  
Student Learning ◽  
Communication Skills ◽  
Educational Environment ◽  
Engineering Science ◽  
Engineering Curriculum ◽  
Turn On ◽  
New Material ◽  
Direct Student ◽  
The Impact

The authors examine the changes and opportunities in the educational environment that will occur as packaged courseware and virtual access to laboratories are assimilated into the engineering curriculum worldwide. The impact on Universities and in turn on Canadian industry will be major unless there is a coordinated effort that can turn the challenge into an opportunity. The opportunity, the authors believe, is to use this new material to allow innovative approaches to education that use Design to direct student learning. The major benefits would be a greater appreciation of technology and practice and significantly improved communication skills, (both of which are regarded as essential by industrial employers). The authors believe that the engineering science background would be enhanced rather than weakened by the approach suggested.

Materials and Mechanics

2017 ◽  
pp. 45-70
Author(s):  
Kyle G. Gipson ◽  
Robert J. Prins
Keyword(s):  
Liberal Arts ◽  
Materials Science ◽  
Sustainable Design ◽  
Engineering Science ◽  
James Madison ◽  
Disciplinary Boundaries ◽  
Engineering Program ◽  
Mechanics Of Materials ◽  
Engineering Department ◽  
The University

The Madison Engineering Department is an undergraduate non-discipline specific engineering program at James Madison University. The program acknowledges that future engineers should not be constrained by disciplinary boundaries but demonstrate the ability to adapt and work across disciplines within team atmospheres. The program blends engineering science fundamentals with sustainable design to integrate environmental, social, economic, and technical contexts plus systems thinking while maintaining the university-wide liberal arts core. Madison Engineering is dedicated to the development of engineering versatilists who can readily integrate knowledge from historically different fields of engineering. In support of this development, several courses within the curriculum integrate topics that are traditionally taught separately. This chapter described ENGR 314: Materials & Mechanics, a course that integrates concepts from the traditional content of stand-alone courses (materials science and mechanics of materials) via a semester long design project in which students must incorporate knowledge of both sets of content.

Using Product Archaeology to Integrate Global, Economic, Environmental, and Societal Factors in Introductory Design Education

2011 ◽  
Author(s):  
Erich Devendorf ◽  
Phil Cormier ◽  
Deborah Moore-Russo ◽  
Kemper Lewis
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Design Education ◽  
Mechanical Design ◽  
Engineering Curriculum ◽  
Educational Strategies ◽  
Senior Year ◽  
Societal Factors ◽  
Design Activities ◽  
Upper Level

Design education has traditionally been incorporated into the engineering curriculum in the junior or senior year through upper level mechanical design courses and capstone design projects. However, there is a general trend in engineering education to incorporate design activities at the freshman and sophomore level. The design aspects of these courses provide a unique opportunity to integrate global, economic, environmental, and societal factors with traditional design considerations. Incorporating these early in an engineering curriculum supports a broad engineering education in accordance with ABET required Outcome h. In this paper we introduce global, economic, environmental, and societal factors into a sophomore level engineering design course using strategies adapted from a Product Archaeology paradigm. Specifically, functional modeling is synthesized with a product dissection platform to create a foundation to demonstrate the broader impacts of engineering design decisions. The effectiveness of using Product Archaeology-based educational strategies to facilitate the learning objectives of Outcome h is evaluated using student surveys taken over a two year period.

A Four-Year ‘Enriched’ Electronic Engineering Course

1981 ◽  
Vol 18 (1) ◽  
pp. 13-18 ◽  
Author(s):  
A. P. Dorey ◽  
R. C. Smith ◽  
B. A. Carré
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Basic Education ◽  
Engineering Science ◽  
Electronic Engineering

Existing three-year engineering degrees provide a sound and relevant basic education in engineering science. There is a need to strengthen the professional elements in engineering education. A new four-year degree, placing emphasis on engineering design and wider industrial studies is described. The first graduates will finish their course in 1981.

scholarly journals Towards New Literacies and Social Justice for Engineering Education

2013 ◽  
Vol 2 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Wendy Marie Cumming-Potvin ◽  
John Currie
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
New Literacies ◽  
Engineering Curriculum ◽  
Curriculum And Pedagogy ◽  
Critical Awareness ◽  
Technical Competency ◽  
Undergraduate Programs ◽  
Principles Of Learning ◽  
New London

This paper argues for the need to develop engineering students with high levels of technical competency as well as critical awareness for the realities of working and living ethically in the global community. Drawing on social constructivist principles of learning (Vygotsky, 1978) and a pedagogy of multiliteracies (New London Group, 1996, 2000), the paper explores new approaches for engineering education to meet the challenges embedded in current undergraduate programs and professional accreditation standards. To improve the ability of engineers to contribute to social and environmental justice, there needs to be a rethinking of engineering curriculum and pedagogy to develop engineering literacies that encompass a social and technical focus.

Materials and Mechanics

2015 ◽  
pp. 230-253 ◽  
Author(s):  
Kyle G. Gipson ◽  
Robert J. Prins
Keyword(s):  
Liberal Arts ◽  
Materials Science ◽  
Sustainable Design ◽  
Engineering Science ◽  
James Madison ◽  
Disciplinary Boundaries ◽  
Engineering Program ◽  
Mechanics Of Materials ◽  
Engineering Department ◽  
The University

The Madison Engineering Department is an undergraduate non-discipline specific engineering program at James Madison University. The program acknowledges that future engineers should not be constrained by disciplinary boundaries but demonstrate the ability to adapt and work across disciplines within team atmospheres. The program blends engineering science fundamentals with sustainable design to integrate environmental, social, economic, and technical contexts plus systems thinking while maintaining the university-wide liberal arts core. Madison Engineering is dedicated to the development of engineering versatilists who can readily integrate knowledge from historically different fields of engineering. In support of this development, several courses within the curriculum integrate topics that are traditionally taught separately. This chapter described ENGR 314: Materials & Mechanics, a course that integrates concepts from the traditional content of stand-alone courses (materials science and mechanics of materials) via a semester long design project in which students must incorporate knowledge of both sets of content.

Incorporating sustainability in engineering curriculum: a study of the Australian universities

2021 ◽  
Vol 22 (3) ◽  
pp. 576-598
Author(s):  
Md. Arman Arefin ◽  
Md. Nurun Nabi ◽  
Saalem Sadeque ◽  
Prasad Gudimetla
Keyword(s):  
Engineering Education ◽  
Secondary Data ◽  
Current Status ◽  
Future Research ◽  
Engineering Curriculum ◽  
Content Type ◽  
Sustainable Engineering ◽  
The University ◽  
Sustainable Engineering Education ◽  
Australian Universities

Purpose Literature limited in scope regarding the incorporation of sustainability into engineering curriculum encouraged authors to look at the current approaches of universities to the integration of sustainability into university curricula. The purpose of this study is to evaluate the literature published and analyse the university secondary data (information published on the university websites and magazines and programme catalogues) to understand the current status of Australian universities regarding the integration of sustainability in engineering. Design/methodology/approach Articles and reports from different trustworthy sources have been analysed in this study. A text mining methodology was used to gather information from websites, magazines and programme catalogues. Findings Obtained information and data indicate that the universities are considering sustainability seriously with both internal and external stakeholders of universities working towards embedding sustainability in engineering curricula. Most of the Australian universities have successfully implemented sustainable engineering education and the rest are focussing on integrating sustainability into their engineering education curriculum. Originality/value This is the first review, which focusses on incorporating sustainability into the engineering education of Australian universities. However, considering current progress and also some drawbacks of the universities regarding the integration of sustainability into engineering curriculum, 15 future research questions have been developed, which should be considered to make the integration process more efficient and equip engineers who would be able to engage and tackle the environmental, personal, social and economic challenges of the twenty-first century.

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