Paper ID #26862
Industry Standards Infusion throughout Mechanical Engineering and Me-chanical Engineering Technology Degree Programs
Dr. Ashley C. Huderson, ASME
Dr. Ashley Huderson is a native of New Orleans, LA, and completed her undergraduate training at Spel-man College (2006), a certificate in Health Policy (2012) and doctoral work at Meharry Medical College(2013). A culmination of personal and academic interest in health policy, prompted her to seek out andaccept a post-doctoral fellowship position at Georgetown University Lombardi Cancer Center’s Office ofHealth Disparities and Minority Research (2015). During her two years at Georgetown University herinterest in exposing and helping minority students navigate their STEM careers flourished as she acceptedher first adjunct position, affording her the opportunity to teach and advise undergraduate and graduatelevel students. Serving as an instructor and researcher, exposed her to a number of wellestablished andemerging educational practices that related to fostering students’ academic achievements, interest, andprofessional development. It was during this time that she decided to turn her sights completely to diver-sity and inclusion issues within STEM education and embark on a career that would allow her to makea meaningful contribution on diversifying the scientific workforce and empowering those interested inSTEM, regardless of their background.
Dr. Huderson was a 2015-2017 American Association for the Advancement of Science, Science andTechnology Policy (AAAS S&T) Fellow in the Engineering Education and Centers’ division (EEC) atthe National Science Foundation, where she provided leadership on developing, coordinating, and im-plementing support for programs that foster an inclusive climate for pre-collegiate and collegiate STEMstudents. Currently Dr. Huderson serves as the Manager of Engineering Education at the American Soci-ety of Mechanical Engineers (ASME), where she is responsible for advancing and managing the research,development, promotion, implementation, and assessment of products and services that will help col-leges of engineering develop their curricula and faculty. She also manages all ASME/ABET operationalactivities, annual program evaluator selection and assignment to ABET accreditation visits, and ASMEevaluator recruitment, selection, training, and evaluation.
Ms. Aisha Kenya Lawrey, ASME
She is the Director of Engineering Education with the American Society of Mechanical Engineering(ASME). Prior to ASME, she was the Associate Director of Education, Outreach & Diversity in theChemical and Biochemical Engineering Department at Rutgers University, as well as serving in an adjunctfaculty role. She obtained a Master of Public Policy and Administration from Rutgers University and aBachelor of Engineering degree in Electrical Engineering from Stevens Institute of Technology. Herindustrial experience is with several technology companies in engineering, research, and business. Forthe past 20 years she has worked with the National Society of Black Engineers (NSBE) Pre-CollegeInitiative Program. She is also certified to teach Elementary Education. A New Jersey native, she nowresides in Potomac, MD with her husband and 11 year old twins.
Mr. Thomas Perry P.E.,
With over 30 years of experience in industry, academic and professional society communities, ThomasPerry, P.E. recently retired from the role of Director of Education for ASME (American Society of Me-chanical Engineers), headquartered in New York, NY. He was responsible for ASME’s worldwide activ-ities in undergraduate degree program accreditation and curriculum advancement, ME/MET departmentleadership development via leadership summits and workshops; ASME EdResearch projects in practice-oriented curricula and diversity/inclusion strategy in ME/MET education and workforce developmentprograms; and precollege engineering education curriculum and teacher development. Mr. Perry joinedASME in 1991 as Director of Professional Development after serving as Deputy Executive Director andInterim Executive Director for the American Society for Engineering Education (ASEE) in Washing-ton, DC. He holds an AAS and BS in Mechanical Engineering Technology from Penn State, an MEd inPhysics, and is a Registered Professional Engineer in Ohio.
c©American Society for Engineering Education, 2019
Paper ID #26862
Mr. Kenneth R. Balkey P.E., ASME
Kenneth R. Balkey, PE, ASME Life Fellow serves as Chair, ASME Standards Infusion Project team,is an Adjunct Faculty Lecturer in the University of Pittsburgh Stephen R. Tritch Nuclear EngineeringProgram, a retiree of Westinghouse Electric Company, and past senior vice president, ASME Standards& Certification (2011-2014). He also serves as a Board member of the ASME Foundation that includesK-12 STEM education, engineering student design challenges, and scholarships. He can be reached [email protected].
c©American Society for Engineering Education, 2019
ASME Standards Infusion throughout Mechanical Engineering and
Mechanical Engineering Technology Degree Programs
Abstract:
To address the, industry-expressed concern about the limited level of knowledge of Engineering
Codes and Standards by graduates of undergraduate ME degree programs, ASME developed and
field-tested engineering standards instructional packages designed to be readily inserted into
specific types of undergraduate courses. With support from the National Institute of Standards and
Technology (NIST), ASME assembled a team of standards experts and engineering faculty to
collaboratively devise and test an approach to infuse chosen standards content into selected
undergraduate courses - strategically spread through each of the typical four years. The goal is to
develop and field test instructional resources that were easily accessible, curriculum compatible,
faculty-friendly, and ABET responsive with instructor guides that efficiently insert engineering
standards material into existing course content with examples and test problems. Eight (8)
engineering and standards instructional packages are currently being tested in 19 institutions at the
baccalaureate and associate degree levels. After field testing, the modules will begin to be made
available online at no cost in the Fall of 2019. The program aims to reach and assess impact on as
many faculty and students as practical worldwide and to determine the next set of standards and
target courses for further development.
Introduction:
Roughly 80% of global merchandise trade is affected by standards and by regulations that embody
standards (ANSI 2002). Standards virtually effect all products and services used or traded by the
U.S. while also providing the nation’s industrial base with opportunities to influence international
markets (Khan and Karim, 2016). Standards play a key role in innovation and the transfer of
technology, from the research and development stage, to production, and the marketplace. As a
result, the workforce and future workforce in all sectors need to have an understanding of
standards.
The Accreditation Board for Engineering & Technology (ABET) criteria for engineering and
engineering technology degree programs require institutions to demonstrate student learning
outcomes related to industry codes and standards. Mechanical engineering and mechanical
engineering technology students must not only possess an understanding of engineering standards,
but also learn to apply them in designing, developing, testing and servicing products, processes
and systems (Khan and Karim, 2016). However, data collected from ASME’s Vision 2030 project
(V2030), for example, found that nearly 60% of industry managers expressed high concern for an
inadequate level of Engineering Codes and Standards incorporated in undergraduate ME degree
programs. A different approach is needed to more fully incorporate or infuse industry standards
content into undergraduate ME/MET degree programs. Electronic tools, which did not exist in the
1980s, also need to be fully utilized to facilitate faculty members being able to readily incorporate
standards material into their existing courses.
To address this growing need ASME, via funding from The National Institute of Standards and
Technology (NIST) within the United States Department of Commerce Standards Coordination
Office, conducted research with a fundamental goal to begin a systemic incorporation of industry
standards in 4-year ME and 2-year/4-year MET degree programs. The proposed approach is to
infuse selected undergraduate courses spread through each of the typical four years with easily
accessible, appropriate, effective, and ready-to-deploy instructional resources and faculty guides
at no cost.
Methodology:
Standards Infusion Module Development
A cadre of nineteen (19) engineering education and standards experts from ASME Standards and
Certification Committees were assembled in the initial development, planning and execution of
the project. During the project year, these experts developed instructional modules and guides,
derived from the initial modules in Figure 1.
The modules were developed for use throughout all four years of ME and MET degree programs
and were applicable to multiple industries. All the modules have been successfully classroom
piloted at least once by the faculty developer’s respective schools, and in some cases, multiple
times. While all the modules have been classroom tested by the respective faculty developers, the
broader challenge is to provide sufficient background material for faculty members who may have
limited knowledge of engineering standards development, to readily access and easily apply the
module in their own course with minimal help. To help address this situation, the ASME Standards
Infusion Project Team set out to specifically develop faculty resource material that would be
contained in each module, specifically:
Instructor’s Guide with module learning objectives & outcomes, module format,
suggested approach & preparation, class time required, student prerequisite material, and
included materials
ABET criteria for both ME and MET degree programs
Lecture slides in MS PowerPoint format with notes
Homework or exam problems with solutions
Applicable ASME standards content under the ASME educational use policy
Supplementary materials including other documents, drawings, or videos, as applicable
Figure 1 – Initial Standards Modules for Undergraduate ME/MET Course Infusion
Results:
Over the course of one year ASME produced, field/classroom-tested, and launched expanded field
testing eight (8) instructional packages aimed at insertion into specific types of undergraduate
courses (Table 2).
Table 2 – ASME Standards Infusion Modules
Title / Developer Summary of Module Relevant Standard Suggested Course(s)
Introduction to ASME
Standards and
Certification /
Dr. Patsy Brackin
Rose-Hulman Institute
of Technology
Describes role of
standards in daily life
and industry. Explores
info on bolts. Specifies
a bolt using a standard
designation. Explains
benefits of standards.
ASME B18.2.1-2012,
Square, Hex, Heavy
Hex, and Askew Head
Bolts and Hex, Heavy
Hex, Hex Flange, Lobed
Head, and Lag Screws
Inch Series
Freshman –
Engineering Seminar
Introduction to ASME
Geometric
Dimensioning &
Tolerancing Standard/
Discusses traditional
dimension and
tolerance, and a simple
example of stacked-
tolerance calculation is
ASME Y14.5-2009,
Dimensioning and
Tolerancing
Freshman –
Introduction to
Mechanical
Engineering/
Mechanical
Dr. Cheng Lin
Old Dominion
University
given. The use of a
GD&T standard is used
to solve a problem.
Engineering
Technology
Engineering Drawing
Design
Fundamentals of
ASME Y14 Geometric
Dimensioning &
Tolerancing/
Dr. Cheng Lin
Old Dominion
University
Explains meanings of
material conditions and
datum system, and
provides examples of
placing geometric
tolerance symbols in
engineering drawings.
ASME Y14.5-2009,
Dimensioning and
Tolerancing
Sophomore –
Manufacturing
Processes
Solid-Modeling
Design
Structural and
Mechanical Design of
Spreader Beams in Lift
Devices for both
ME/MET Engineering
Programs/
Dr. Raju Dandu
Kansas State
Polytechnic
Unit introduces and
develops the concept of
design, analysis and
preparation of technical
drawing for
manufacture using
example of spreader
beam lift device
ASME B30.20-2010
Safety Standard for
Below-the-Hook Lifting
Devices
ASME BTH-1-2012
Design Standard for
Below-the-Hook Lifting
Devices
Sophomore –
Engineering Graphics
Solid Mechanics
(statics/ strength of
materials)
Mechanical Design
Introduction to the
ASME Boiler and
Pressure Vessel (BPV)
Code/
Dr. David Schmidt
University of
Pittsburgh
Introduces students to
the role of professional
engineering standards
in the design &
fabrication of pressure
vessels.
ASME 2015 BPV Code
– Section III
Criteria of ASME BPV
Code For Design by
Analysis
Junior –
Mechanics of
Materials
Mechanical Design
Fluid Mechanics
Standards Application/
Dr. Emily Boyd
Washington University
Connects fluid
mechanics theory to a
real life flow resistance
problem using an
ASME standard
ASME OM-2015 Part
28, Nonmandatory App.
B –
Guidance For Testing
Certain System
Characteristics
Junior –
Fluid Mechanics
Fixed and Floating
Fastener Assemblies/
Dr. Chittaranjan Sahay
University of Hartford
Introduces students to
the role of standards on
limits and fits and
geometrical
dimensioning and
tolerancing
ASME Y14.5-2009,
Dimensioning and
Tolerancing
ASME B4.1-
1967(R2009) Preferred
Limits and Fits
Junior –
Mechanical
Engineering Design
and Manufacturing
Processes
Wall Thickness and
Feature-to-Feature
Distance Cals in
GD&T/
Develop student use of
standards in
determining min/max
wall thicknesses and/or
ASME Y14.5-2009,
Dimensioning and
Tolerancing
Junior/Senior –
Mechanical
Engineering Design
Dr. Suhash Ghosh
University of Hartford
feature-to-feature
distances
and Manufacturing
Processes
Dissemination of Field
The ASME Standards Infusion Project Team felt strongly that the modules need to be field tested
by faculty not engaged in their development prior to making them publicly and globally available.
Nineteen (19) ME and MET Department Heads and faculty members have currently tested the
modules at their institutions during the 2017-2019 academic year. The institutions of these ME
Education leaders are shown in Table 3 along with the institutions directly involved in the
development and piloting of the modules. Initial field testing has identified a need to add more
pictures and animations to some of the GD&T modules to increase student interest and
understanding of the standards content, and changes to these early modules are underway.
Table 3 – Institutions Involved in ASME Standards Infusion Project
Core Development/Pilot Institutions
Georgia Institute of Technology
Kansas State University-Salina
Old Dominion University
Rose-Hulman Institute of Technology
University of Hartford
University of Pittsburgh
Washington University in St. Louis
Extended Field Test/Feedback Institutions
Arizona State University
Colorado State University
Gannon University
George Mason University
Grove City College
Michigan Technological University
Minnesota State University, Mankato
Oregon State University
Penn State-University Park
Penn State-Berks
Rowan University
Sinclair Community College
Stony Brook University
Tennessee Technological University
The College of New Jersey
University of Colorado Boulder
University of Idaho
University of the Pacific
University of Toledo
Schools Visited by ASME S&C Volunteers/Staff
Chattanooga State Community College
Texas A&M University
University of Kentucky
U.S. Naval Academy
University of Nevada, Las Vegas
Youngstown State University
International Requests
India Technology Centre
Japanese Standards Association
Chinese Mechanical Engineering Society (CMES)
Brazilian Association of Engineering and
Mechanical Sciences (ABCM)
Asociación Colombiana de Facultades de
Ingeniería (ACOFI)
Discussion:
In the course of the original Standards Infusion grant project, we have discovered the following
from field reports and feedback from annual ASME ME Education Leadership (MEED) Summit,
ASME International Congress & Exposition (IMECE) and other ASME and ASEE venues:
1. The need for additional upper level (Junior/Senior) standards infusion modules;
2. The need for standards infusion modules related to emerging technologies such as
advanced manufacturing and computational methods; and
3. The international demand that began to surface as the initial project began to get more
visibility in ASME’s global network, most notably in India, Japan, China, Brazil and
Colombia.
Next Steps and Long Term Goal
During the current academic year, faculty are being sought from up to 50 institutions to field test
material that has been developed and to enhance and revise it, as needed. After field testing, the
modules will be made available online at ASME.org and free of charge to reach and assess impact
on as many faculty and students as practical worldwide and to determine the next set of standards
and courses for development.
In parallel, the module on “Introduction to the ASME Boiler and Pressure Vessel Code” is planned
to be transformed into an ASME MOOC that is aligned with Mechanics of Materials MOOCs that
were successfully developed and currently available at Georgia Institute of Technology. This
delivery system offers exposure of the ASME BPV Code to hundreds of thousands of students
worldwide.
To address the request for standards infusion modules related to emerging technologies, a second
project effort has recently been initiated to develop four (4) new modules including one for additive
manufacturing and another for computational modeling and simulation through verification &
validation as applied to medical devices, which will be incorporated at the senior year level. Two
additional modules on piping design and fluid flow measurement are also under development to
address multiple industry needs.
The long term goal of the ASME Standards Infusion Project is to incorporate the engineering
standards modules in the over 541 ME/MET ABET accredited degree programs in the U.S. and
abroad. At the completion of 2019 field testing, project website and staged communication plan
will be established and used to assist in reaching this goal. A follow-up paper describing the
viewpoints of faculty and students on the success of the project, is also planned. Interested faculty
should reach out to the authors to learn how to become a module field tester.
Acknowledgements
The authors acknowledge with deep appreciation the contributions of all the ASME Standards
Infusion Project team members, particularly the professors who were willing to develop and pilot
the standards materials with their students as shown in Table 2. Stuart Cameron, Strathclyde
University and formerly Doosan Babcock (ASME BPV Section I Code); Don Frikken, Becht
Engineering Company (ASME B16 Valves); John Gregg Jr., formerly Westinghouse (ASME BPV
Section III Code); Ron Haupt, Pressure Piping Engineering Associates, Inc. (ASME B31.1 Power
Piping Code); Dr. George Mattingly, Catholic University of America (ASME MFC Fluid Flow);
Dr. Patrick McCuistion, Multimac and Ohio University-retired (ASME Y14 GD&T); Brian Parry,
Parry Engineering and formerly Boeing (ASME B89 Dimensional Metrology); Steve Swantner,
Westinghouse (ASME OM Code – Part 28); Doug Verenski, Hunter Lift, Ltd. (ASME BTH
Standards Committtee); and Dr. Wayne Whiteman, Georgia Institute of Technology are also
acknowledged with appreciation for providing ASME standards content and related example case
study problems, module review, or instructional advice. The authors also acknowledge with much
appreciation the contributions and advice of ASME staff members Donnie Alonzo, Bill Berger,
Ivette Estevez, Steve Weinman and Claire Ramspeck in identifying ASME standards experts,
standards content, and standards excerpts that have been incorporated in the module materials and
made available for free to the faculty and students.
Finally, the authors are grateful to the National Institute of Standards and Technology (NIST) for
the grant to support the project including the encouragement and guidance of Dr. Howard Harary
and Erik Puskar. The support and guidance by the members of the ASME Council on Standards
and Certification and ASME Committee on Engineering Education are also much appreciated,
particularly those of Dr. Mo Hosni, Kansas State University, Dr. Bill Predebon, Michigan
Technological University, and Dr. Oscar Barton, George Mason University.
References:
ANSI 2002 Annual Conference Focuses on Business, Standards and Trade. New York, May 01,
2002.
ASME, “Educational Needs” by Cavelli-Gaylor in Mechanical Engineering, April 1984.
ASME, “Vision 2030 – Creating the Future for Mechanical Engineering Education”, New York,
NY, 2012.
Balkey, K.R., Elder, G.G., Foulke, L.R., and Metzger, J.D., “Case Studies in Nuclear Codes and
Standards – A Successful Incorporation of Codes and Standards into Engineering School
Curriculum,” ICONE20-POWER2012-54894, ASME 2012.
Danielson, S., Kirkpatrick, A. & Perry, T. (2012). ASME Vision 2030’s Recommendations for
Mechanical Engineering Education. In the 2012 Annual Conference Proceedings, American Society
for Engineering Education, June 10 - 13, San Antonio, TX. New York: American Society for
Engineering Education.
Ahmed S. Khan, Amin Karim. Importance of Standards in Engineering and Technology Education.
International Journal of Educational and Pedagogical Sciences. Vol:10, No:3, 2016
Balkey, K., Lawrey, A., Huderson, A., Perry, T (2018). ASME Standards Infusion Project –
Incorporating Engineering Standards Content within Mechanical Engineering (ME) and Mechanical
Engineering technology (MET) Degree Programs; Journal of Standards Engineering, Vol. 7, No2,
March/April 2018