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 atkrbalkey@verizon.net.

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